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Being an effective teacher is both an art and a skill that requires continuous improvement and a deep understanding of teaching strategies, learning styles, and the needs of your students. Effective teaching goes beyond simply delivering information; it involves engaging students, empowering them to become lifelong learners, and ensuring they understand and apply knowledge. In this article, we will explore the key elements of effective teaching, how teachers can improve their teaching practice, the importance of being an effective teacher, the common challenges faced, and the role of professional development in enhancing teaching skills.
What are the key elements of effective teaching?
Effective teaching encompasses various key elements that contribute to student learning and engagement. Understanding effective teaching strategies is crucial in creating a positive learning experience for your students. Different teaching strategies can be used to accommodate diverse learning styles, ensuring that every student in your classroom has an equal opportunity to succeed. Additionally, ongoing professional development plays a vital role in enhancing teaching skills and staying updated with current educational trends.
Understanding effective teaching strategies
Effective teaching strategies involve utilizing a range of instructional techniques to facilitate student learning. These strategies may include inquiry-based learning, group work, hands-on activities, and multimedia resources. By using a variety of teaching techniques, you can cater to the different learning styles and preferences of your students, making learning more engaging and effective.
The importance of professional development
Professional development is essential for teachers to continuously improve their practice. It provides opportunities to gain new teaching strategies and techniques that can enhance student learning. Attending workshops, conferences, and courses allows teachers to learn from experts in the field and exchange ideas with other educators. Moreover, professional development encourages self-reflection and feedback, enabling teachers to identify areas for improvement and implement effective teaching practices.
Utilizing different teaching strategies based on learning styles
Every student has a unique learning style, and it’s important for teachers to be aware of these differences. By incorporating various teaching strategies that cater to different learning styles, you can ensure that all students are actively engaged in the learning process. Some students may benefit from visual aids, while others may prefer hands-on activities. Adapting your teaching to accommodate these styles can significantly enhance student understanding and retention of information.
How can teachers improve their teaching practice?
Improving teaching practice involves implementing effective teaching strategies and creating a positive learning environment for students. By following these valuable teaching tips and creating an effective lesson plan, teachers can ensure that their students are engaged, motivated, and capable of acquiring the necessary knowledge and skills.
Implementing effective teaching practices
One way to improve teaching practice is by implementing effective teaching practices such as clear and concise communication, well-structured lessons, and regular assessment of student learning. By delivering information in a way that is easily understandable and organizing lessons in a logical manner, teachers can enhance student comprehension and retention. Assessing student learning throughout the lesson allows teachers to identify areas where students may be struggling and provide additional support as needed.
Valuable teaching tips for engaging students
Engaging students is a crucial aspect of effective teaching. Incorporating interactive activities, discussions, and real-world examples can help capture students’ interest and make learning more enjoyable. Giving students opportunities to actively participate in the lesson, ask questions, and share their thoughts allows them to take ownership of their learning and promotes deeper understanding.
Creating an effective lesson plan
An effective lesson plan serves as a roadmap for teachers, guiding them through the learning process. It includes clear learning objectives, engaging activities, and assessments to measure student progress and understanding. A well-designed lesson plan ensures that teachers cover all the necessary material and provide students with a structured learning experience. Flexibility is also important, allowing teachers to adapt the plan based on students’ needs and interests.
Why is it important to be an effective teacher?
Being an effective teacher has a significant impact on student learning and development. It goes beyond imparting knowledge; it involves guiding and supporting students as they acquire essential skills and understanding. Effective teaching helps students understand and apply knowledge in real-life situations, making learning relevant and meaningful. Good teaching also plays a critical role in the learning process by creating a positive classroom environment where students feel safe, engaged, and encouraged to take risks.
Helping students understand and apply knowledge
One of the main goals of effective teaching is to help students understand and apply what they have learned. By using various teaching techniques, teachers can facilitate deeper understanding and help students make connections between different concepts. This not only improves academic performance but also equips students with the skills and knowledge they need to succeed beyond the classroom.
The impact of good teaching on the learning process
Good teaching has a profound impact on the learning process. When students are actively engaged and motivated to learn, they are more likely to retain information and develop a passion for learning. Effective teachers create a positive and inclusive learning environment, where every student feels valued and supported. This, in turn, enhances student achievement and promotes a love for learning.
Empowering students to become lifelong learners
Effective teaching not only focuses on the immediate goals of a lesson but also aims to empower students to become lifelong learners. By encouraging students to explore their interests, think critically, and adapt to new challenges, teachers help cultivate a growth mindset. Effective teachers instill a love for learning that goes beyond the classroom, preparing students to become curious, independent, and lifelong learners.
What are the common challenges in effective teaching?
While effective teaching is rewarding, it does come with its share of challenges. Dealing with different learning styles, addressing the needs of diverse students, and finding strategies to keep students engaged are some of the common challenges faced by teachers. However, by being aware of these challenges and employing appropriate strategies, teachers can overcome them and create a successful learning environment for all students.
Dealing with different learning styles in the classroom
Every student has a different learning style, and it can be challenging to accommodate all these styles in a classroom setting. However, by incorporating a variety of teaching strategies that cater to different learning preferences, teachers can ensure that all students have an equal opportunity to learn and succeed.
Addressing the needs of diverse students
Diversity in the classroom is a reality, and teachers must be prepared to address the needs of diverse students. This includes students with different cultural backgrounds, abilities, and learning needs. By fostering a welcoming and inclusive environment, providing differentiated instruction, and utilizing appropriate support services, teachers can create an inclusive learning experience for all students.
Finding strategies to keep students engaged
Student engagement is key to effective teaching and learning. However, it can be challenging to keep students engaged throughout the entire lesson. By incorporating interactive activities, technology, and real-life examples, teachers can capture students’ interest and make learning more enjoyable. Regularly assessing student understanding and providing timely feedback also helps maintain student engagement and motivation.
How can professional development contribute to effective teaching?
Professional development plays a crucial role in enhancing teaching skills and contributing to effective teaching. By gaining new teaching strategies and techniques, continuously improving through feedback and reflection, and staying updated with current educational trends, teachers can become more effective in their practice and provide better learning experiences for their students.
Gaining new teaching strategies and techniques
Professional development provides teachers with opportunities to learn and expand their pedagogical toolkit. By attending workshops, conferences, and courses, teachers can gain new teaching strategies and techniques that can enhance student learning and engagement. Learning from experts in the field and exchanging ideas with other educators can spark innovative teaching approaches and inspire teachers to try new strategies in their classrooms.
Continuous improvement through feedback and reflection
Professional development encourages teachers to engage in self-reflection and seek feedback from colleagues and mentors. By reflecting on their teaching practices and collecting feedback, teachers can identify areas for improvement and implement effective teaching practices. This ongoing process of self-improvement and growth is essential | <urn:uuid:ee93061c-5e00-4e8f-bff8-ed91da24a52d> | CC-MAIN-2024-10 | https://educationtips24.com/teaching-tips-effective/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474737.17/warc/CC-MAIN-20240228143955-20240228173955-00791.warc.gz | en | 0.945939 | 1,601 | 3.78125 | 4 | 1,065 |
Tran, Hoang Nam Tokushima University Tokushima University Educator and Researcher Directory
This paper shows the lessons learned after several courses on “Basic Vietnamese language and culture” targeting Japanese university students and adult learners, which have been conducted in 2020. Influenced by the Covid-19 pandemic, the materials and methods prepared for conventional classroom have been adapted and modified to suit the online platform. Although intended for beginners, these courses have applied and integrated approach for teaching a language and its corresponding culture in line with principles of adult learning, active learning, and problem-based learning. The lessons were designed using a wide range of techniques such as videos, pictures, anecdotes, crosswords, open-ended question, quizzes using multiple choice answers followed by analysis of each choice, online test. For each lesson, the learners were introduced to new vocabulary and basic expressions related to a socio-cultural theme such as history, national character, medical system, sightseeing, business etc. Looking from the perspective of both learners and teachers by evaluations and reflections, these courses have shown some positive experiences and suggested points for improvement of online language classroom in the future.
The Asian Conference on Language 2021: Official Conference Proceedings
International Academic Forum
© The International Academic Forum
Users may access, download, copy, translate, text and data mine, redistribute, display or adapt the articles for non-commercial purposes provided that users follow the guidelines set out in the IAFOR User License(https://iafor.org/iafor-user-license/).
|DOI (Published Version)
|URL ( Publisher's Version )
acl2021_89.pdf 1.34 MB | <urn:uuid:87a02cc1-0a3f-4d76-89c0-7a1f599e9824> | CC-MAIN-2024-10 | https://repo.lib.tokushima-u.ac.jp/en/list/author-page/321995/p/2/item/116025 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00891.warc.gz | en | 0.868688 | 342 | 2.828125 | 3 | 1,066 |
Converting Research to Suggestions
Ruth Colvin Clark has spent much of her career in adult learning, reporting about research into which educational strategies work and which don’t. Her book Building Expertise is based on over two hundred research reports, as well as her own extensive research experience. Building Expertise has influenced our lesson architecture for Saturn Online, by giving us important insights into suggested teaching tips. We will touch upon the top ten tips her work has given us.
10 Important Teaching Tips
Ruth’s most important research-based educational precepts are summarized in this list.
1. Make relevance obvious: Make the application of new knowledge and skills obvious from the start.
2. Activate relevant prior knowledge: Use advance organizers, pre-questions, and previews to help bring relevant knowledge into working memory.
3. Present learning objectives: Provide a clear statement of expected outcomes from a lesson.
4. Optimize mental capacity: Control the physical environment, minimize fatigue, and promote accountability for learning.
5. Use pre-training to organize content: Teach relevant general concepts prior to teaching process stages or task steps.
6. Minimize note-taking: Provide learners with notes because note-taking diverts attention and wastes valuable learning time.
7.Build situational interest: Write and speak with well organized, clear, and conversational language that engages learners.
8. Signal attention: Call out the most important and relevant aspects of a lesson.
9. Include worked examples: Provide demonstrations to illustrate task performance.
10. Include analogies: Model features or functions of new content with illustrations of content from a different domain.
Saturn’s Commitment to Effective Learning Products
We at Saturn use these precepts as a checklist when constructing blended-learning lessons for our on online training academy, Saturn Online. Blended learning is our growing library of learning content that we store online, for use online by students, and in the classroom, lab, and on the job by teachers. Find out more about licensing our curriculum at our website. | <urn:uuid:4646e495-d0d6-40f7-a2d6-7bb873405fa1> | CC-MAIN-2024-10 | https://srmi.biz/2013/02/12/teaching-tips-from-adult-learning-researchers/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00891.warc.gz | en | 0.920119 | 423 | 3.25 | 3 | 1,067 |
Designing for XR applications is a complex task that requires knowledge from multiple disciplines in terms of interaction design, user experience, programming, and content creation. This complexity increases when the XR application is for educational purposes. XR education applications require additional competencies for defining learning objectives, designing activities that ensure that the objectives are achieved, and know-how regarding the integration of the application in the curriculum, whilst, at the same time, overcoming external barriers such as student access to technology and institutional support.
The design process proposed in this paper aims to give guidance to designers of XR applications that are integrated in an education context. The design process is then applied in the design of XR Maths, a XR mathematics collaborative lab which aims to help students understand and familiarise themselves with mathematical concepts and improve the learning experience offering an additional teaching tool to lecturers. The purpose is to complement, and not replace, frontal teaching of Mathematics in different disciplines across different programs, supporting lecturers rather than being their substitute.
To gather students’ views and initial requirements regarding the use of XR for teaching mathematics, a survey and follow-up interviews were conducted between July and September 2020. The sample targeted were first year students enrolled in six different programmes at the University of the West of Scotland that involved mathematics modules. Lecturers in mathematics were also consulted to understand how the subject is taught to students from various programmes.
In this paper, we propose a process for designing XR application for education and initial findings regarding the user and functional requirements for the XR Maths lab as well as the limitations and barriers that need to be overcome for the success of such platform are presented.
|Title of host publication
|Proceedings of the 15th European Conference on Games Based Learning
|Subtitle of host publication
|A Virtual Conference hosted by The University of Brighton, UK, 23-24 September 2021
|Academic Conferences and Publishing International Ltd
|Accepted/In press - 20 May 2021
|15th European Conference on Games Based Learning - University of Brighton (Online), Brighton, United Kingdom
Duration: 23 Sept 2021 → 24 Sept 2021
|15th European Conference on Games Based Learning
|23/09/21 → 24/09/21
- extended realities
- design process
FingerprintDive into the research topics of 'XR maths – designing a collaborative extended realities lab for teaching mathematics'. Together they form a unique fingerprint.
Gilardi, Marco (Recipient), Hainey, Thomas (Recipient), Walker, Alan (Recipient), Rodriguez Nunez, Cristina (Recipient) & Bakhshi, Andisheh (Recipient), 2020
Prize: Prize (including medals and awards) | <urn:uuid:f78b2b4a-aaf1-45a9-9c6b-f37304f1e304> | CC-MAIN-2024-10 | https://research-portal.uws.ac.uk/en/publications/xr-maths-designing-a-collaborative-extended-realities-lab-for-tea | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474744.31/warc/CC-MAIN-20240228175828-20240228205828-00891.warc.gz | en | 0.92389 | 562 | 2.546875 | 3 | 1,068 |
After completing this how-to you will have knowledge needed to create a discussion topic within the Discussion activity tool. For other guides on the Discussion tool, see the Discussions topic page.
1. To create a discussion in the Activities tool, select the "Activities" icon located within the course navbar.
2. Choose "Discussions" from the Activities menu.
3. To create a new discussion topic within a discussion forum, select the dropdown menu within the "New" button.
2. Choose "New Topic" from the dropdown menu.
3. The Properties tab allows the faculty to set the general information for the topic such as the name, type, and description.
3a. Within the Forum section, select the forum from the "Choose a Forum" to display the discussion topic within.
3b. In the Topic Type, select the radio button to open the topic so that all students can access the topic and its contents or select the radio button to make the topic a group topic.
3c. In the "Title" field, enter a title for the discussion topic. This should match the title given to the discussion HTML page located within the Course Menu tool.
3d. The description text box should contain a link to the corresponding discussion HTML page in the course menu for students to review that will include more in-depth instructions. Paste the following text into the Description text box: For detailed information, instructions, and resources, please review [Title of Discussion]. See example below. This will guide student to the HTML page where the full instructions, resources, background, etc. live.
i. Highlight the discussion topic title located within the description text box, copy the text, and select the quicklink symbol.
ii. From the Quicklink menu, select Course Menu.
iii. From the Course Menu, choose the workshop/module that the discussion lives within.
iv. Select the pencil icon next to the desired discussion.
v. Paste the discussion topic title into the "Title" field.
vi. In the Target section, select the radio button to open in a "New Window".
vii. After verifying that the exact title of the discussion topic appears in the Title box, select the "Insert" button.
3e. Within the Options section, the faculty can choose any or all of the following options: Allow anonymous posts, A moderator must approve individual posts before they display in the topic, and Users must start a thread before they can read and reply to other threads.
i. Selecting the radio button next to "Allow anonymous posts", allows users to post anonymously to the topic. Anonymous posts will display with the author "Anonymous" in the thread.
ii. Selecting the radio button beside "A moderator must approve individual posts before they display in the topic" requires that a moderator approve posts within the topic before they will display to users.
iii. Selecting the radio button next to "Users must start a thread before they can read and reply to other threads" requires that a user post within in the discussion forum before they are able to see the posts of other users.
3f. Within the "Rate Posts" section, faculty can make a choice from the dropdown menu which can allow users to rate the discussion posts of others using a number of different rating schemes: Five-Star rating scheme, Up Vote/Down Vote rating scheme, Up Vote Only rating scheme, or No Ratings which is the default.
4. In the Restrictions tab, faculty have the opportunity to determine if and when the discussion topic is available and who it is available to. **NOTE** Placing a restriction on a discussion topic can prevent students from accessing the topic if not applied correctly.
4a. To determine whether or not the discussion topic is visible to students, faculty can place a checkmark within the "Hide from Users" checkbox to hide or unhide the topic from students. The "Hide from Users" option is typically used by faculty to hide the discussion topic until they have finished making edits and/or changes.
4b. Within the Availability section, faculty can set a start and/or end date for the discussion topic. If a start date is set, the discussion topic will not be available until that date. If an end date is set, the discussion topic will not be available after that date. To set a start or end date, place a checkmark within the "Has Start Date" and/or "Has End Date" checkbox and set a date and/or time. Faculty can also push the start and end dates to the Calendar tool by placing a checkmark within the "Display in Calendar" checkbox.
4c. Within the Locking Options section, faculty can make the decision whether to unlock a topic, lock a topic, or unlock the topic just for a specified date range, by selecting the appropriate radio button. If the "Unlock topic for a specific date range" option is chosen, faculty can also place a checkmark within the "Display in Calendar" checkbox to push the dates to the Calendar tool.
4d. Within the Release Conditions section, faculty can set release conditions. Release conditions are conditional requirements that restrict access or visibility to a specific area. Users are required to satisfy the release conditions before the restrictions are removed. See the guide on Release Conditions for more information.
4e. In the Group and Section Restrictions section, faculty are able to restrict the discussion topic to specific groups and or sections by placing a checkmark within the "Restrict this topic to the following groups and sections" checkbox. Faculty must also select the "Add Groups and Sections" button to designate which groups or sections will receive access to the topic.
5. In the Assessment tab, faculty can tie the discussion topic to a grade item, determine the possible points, add a rubric, and allow assessment of a users post as well as set a calculation method.
5a. Within the Grade Item section, faculty can associate the discussion topic to an existing grade item by selecting the dropdown menu in the "Choose a grade item" field or a new grade item can be created to associate the discussion topic to. For more information on creating a grade item,
5b. In the "Score Out Of" field, a value is entered that represents the denominator value for the topic score.
5c. Within the Rubrics section, a rubric can be added for assessing the student's progression towards the criteria and objectives of the activity.
i. Select the "Add Rubric" button and choose a rubric from the displayed list by placing a checkmark in the "appropriate checkbox located next to the rubric.
ii. Once the correct rubric has been chosen, select the "Add Selected" button.
5d. In the Posts section, faculty can allow posts within the topic to be assessed according to the calculation method chosen from the dropdown list. This would allow the instructor to assess each individual post that a student contributes to a topic, instead of assigning one grade for all a student's posts. For example, in a typical discussion, the faculty would assign one grade for the student's initial post and all of their responses to other students' posts. Selecting this option would require that a score be assigned to their initial post plus all of their responses separately.
6. In the Objectives tab, faculty can associate existing learning objectives to the discussion post. **NOTE** National and Global faculty should not modify existing learning objectives.
7. Once the discussion topic has been set up, select the "Save and Close" button to save your selections. Also moving from one tab to the next will save the selections made on the previous tab. | <urn:uuid:79f1604b-c882-4e91-9346-ca02c5fb24db> | CC-MAIN-2024-10 | https://kb.indwes.edu/Web/Academic/Brightspace/Faculty_Guides/Discussions/How_to_Create_a_Discussion_Topic | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00891.warc.gz | en | 0.87621 | 1,590 | 2.671875 | 3 | 1,069 |
- WHAT WE DO
- WHO WE ARE
- HOW WE DO IT
- HOW TO REACH US
- FREE QUOTE
Gamers have been using simulations for years. But did you know that e-learning simulations can offer several benefits to organizations, too? They provide learners a risk-free environment to explore and learn problem-solving techniques. And, learning by discovering is the best way to retain information. Employees are provided a real-world environment and are motivated to learn.
Check out these five design tips to create meaningful and engaging e-learning simulations for the modern learner.
The most crucial step is to create a plan – outline, storyboards, timeline, and so on. For that, it is imperative to draft out the learning objectives. Simulations may be entertaining but the purpose is to help learners reach a performance goal. Identifying and focusing on learning objectives is the starting point of the plan. Ask these questions: What are the skills that the learners need to build? What is the performance gap that needs to be addressed?
These goals need to be clarified to the learners at the beginning, so that they know what to expect from the simulation. Once the basic structure is set up, fill in the details like branches, responses, media components, and others. A sturdy plan of action will help determine the tools and resources required to build the simulation. You can keep the plan agile, but the basic structure should not change.
Learners should be able to empathize and relate to the content of the simulation. They have to connect with the characters and the plot. Thus, it is extremely important to study the audience before creating the e-learning simulation. Designers need to think from the perspective of the learner. They need to learn about the obstacles the learners face and the behaviors that need to be improved. This information helps in developing the characters with whom the learners will be able to connect.
The audio, video, and images should also be realistic. Devote as much time required to develop a script that mirrors real-world scenario. The characters and their dialogues should be believable. Pictures from the actual workplace work best in the simulation. That way, the employees connect to the simulation in the most realistic way possible.
Evaluation at the end is a must for all e-learning simulations. It is important to include assessment questions for the learner to track their progress. It can be a short quiz at the end of the simulation. Or, it can be a series of branching paths with varied outcomes. An assessment is successful so long as it gauges the understanding of the learner.
After launching the course or a prototype, study the learners’ assessment scores. A large percentage of low scores is an indication you need to rethink the content and strategy. Something is not working. Provide constructive feedback, to every learner, on how he can enhance his performance. Avoid getting personal and focus only on their professional skills. A good way to make the learners aware of their own limitations is to ask them to grade themselves.
Designing Digitally, Inc., has qualified designers who can create awesome e-learning simulations for your training needs.
Get in touch with your learning requirement and see us create magic! | <urn:uuid:ac742b0d-ff12-4f84-b0d7-279bd22fa12a> | CC-MAIN-2024-10 | https://www.designingdigitally.com/blog/3-design-tips-creating-elearning-simulations | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476399.55/warc/CC-MAIN-20240303210414-20240304000414-00891.warc.gz | en | 0.947778 | 663 | 3.328125 | 3 | 1,070 |
OECD Skills Strategy Kazakhstan
Assessment and Recommendations
Skills are the key to shaping a better future and central to the capacity of countries
and people to thrive in an increasingly interconnected and rapidly changing world.
Megatrends such as globalisation, technological advances and demographic change are
reshaping work and society, generating a growing demand for higher levels of skills
and new sets of skills.
OECD Skills Strategy projects provide a strategic and comprehensive approach to assess
countries’ skills challenges and opportunities and help them build more effective
skills systems. The OECD works collaboratively with countries to develop policy responses
that are tailored to each country’s specific skills needs. The foundation of this
approach is the OECD Skills Strategy Framework, which allows for an exploration of
what countries can do better to: 1) develop relevant skills over the life course;
2) use skills effectively in work and in society; and 3) strengthen the governance
of the skills system.
This report, OECD Skills Strategy Kazakhstan: Assessment and Recommendations, identifies
opportunities and makes recommendations to improve the activation of skills of vulnerable
populations, foster greater participation in adult learning of all forms, build an
effective skills information system, and strengthen the governance of skills policies
Published on April 27, 2021
In series:OECD Skills Studiesview more titles | <urn:uuid:5eb44c7c-6511-4570-bebb-af69959960a1> | CC-MAIN-2024-10 | https://t4.oecd.org/countries/kazakhstan/oecd-skills-strategy-kazakhstan-39629b47-en.htm | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474569.64/warc/CC-MAIN-20240224212113-20240225002113-00091.warc.gz | en | 0.856167 | 280 | 2.796875 | 3 | 1,071 |
Race is a socially constructed category of identity based on physical appearance that has greatly determined the social hierarchy in our society. The foundations of our society are based on white supremacy, an ideology that dates back to the era of colonization and slavery. Race was invented by white colonizers who sought to create a hierarchy between themselves, the Indigenous people whose land they were invading, and the African people they had enslaved. The colonizers used the concept of race to place themselves in the position of supremacy, and this legacy forms the foundation of modern American society. Today, race can be understood as a category that is shaped by social and political context. “Race” is different in different times, spaces, and contexts, and is not appropriate to characterize national, religious, geographic, linguistic, or ethnic groups. It’s very important for students to learn about race as a social construct to best act as agents of change for a racially just society.
There are many resources available on the internet for educators to refer to when teaching about race. Though this topic may be difficult to approach, it is essential for teachers to normalize discussions about race and to differentiate race from ethnicity. To face racism in our society, we must understand the nature of race as a social construct based in power dynamics and political contexts.
- Academy 4SC: Find videos related to race at Academy 4SC, like Brown v Board of Education 1954 , among others. Teachers have access to resources like worksheets, activity ideas, discussion questions, and more included in each topic’s lesson plan. Explore Academy 4SC’s full library of applicable content under the tag Race.
- Race & Ethnicity: Teaching Tolerance provides many helpful resources for those who want to teach their students about race and ethnicity. The website features sources (web packages, magazine features, publications, webinars, etc.) teaching about race, racism, police violence, the Black Lives Matter movement, whiteness, and more. The site offers almost 1,000 learning plans for various grade levels so there are many options to choose from depending on what information you want to focus on!
- Six Classroom Activities to Spark Discussion of Racism and Privilege: ASCD.org recommends six classroom activities to get students talking about race, privilege, and oppression. The activities include a bias quiz, analyzing Dr. Seuss’s The Sneetches, watching the 2017 Dove campaign, a microaggression exercise, a 5-minute film festival, and a lesson about labels. Some of these activities are intended for elementary and middle school students while others are geared towards older audiences.
- The Concept of Race: Facing History And Ourselves provides a 50-minute lesson plan about race and racism. The plan consists of essential questions, guiding questions, learning objectives, overview, context, notes to teachers, materials (three handouts, a video, and a reading), teaching strategies, activities, assessment, and extensions. The activities call for students to reflect on the meaning of race, learn about the history of “race,” explore the meaning of racism, consider the impact of racism, and reflect on the impact of categorizing people.
- Teaching Guide: Constructing Identity in the Spanish Colonies in America: This is a lesson plan to teach about the Castas paintings as historical context of the officialized beginnings of race and white supremacy. This history is crucial to understanding how pervasive white supremacy has been in building societies and defining relations between different ethnic groups. Knowing that this social system was made up by colonizers with no scientific grounding or collaboration between ethnicities provides students with a foundation for deconstructing the ways in which this unfounded and antiquated social system of hierarchy still holds structural power today.
- Teaching Race: Pedagogy and Practice: This article, which was published by Vanderbuilt, walks teachers through the common challenges to teaching about race and five principles to aid them along the way. The authors recommend teaching reflexivity, preparing for and welcoming difficulty, meeting students where they are, engaging affective and embodied dimensions of learning, and building a learning community. All in all, this lengthy article is a great resource for teachers because though it doesn’t provide exact lesson plans, it gives advice and strategies on how to teach about race in an effective way.
- America Has a Big Race Problem: The U.S. News & World Report published an article about the race problem in America. This article is an important one for all students to read, but it would probably be best for those in middle and high school. The topic mainly focused on is the fact that people still have racial prejudices about minorities due to the way they are raised. The author explains that each person is born without prejudice, but our experiences, conversations, and exposure to the media shapes us.
- TEACHING RACE IN SCHOOLS IN THE 21ST CENTURY: In this essay, “Douglas Edelstein, a Social Sciences instructor at Nathan Hale High School in Seattle, Washington, describes the challenges faced by instructors of all backgrounds in sensitively teaching issues of race in public and private schools” (Blackpast). This essay is important for teachers to read because it brings to light how many students in the minority feel when reading books, listening to lessons, and talking about race or racial issues that occurred in the past or present.
- Race and Racial Identity are Social Constructs: This article explains in plain accessible terms how race and racial identity are social constructs that depend on societal context and history. A good read for educators who want a more comprehensive understanding of race in the United States.
- Race and ethnicity: How are they different?: National Geographic’s Erin Blakemore wrote an informational page about the differences between race and ethnicity. She discusses the definition of race versus that of ethnicity, genetics and race, categorizing race, and the politics of race. This page is an easy-read that is fit for middle or high school students to read on their own to supplement lesson plans and class learning about race.
- Racism: Britannica’s page on racism is a good place for any teacher who wants to teach about race to start. The encyclopedia provides the raw facts about racism from the anti-semitism in Germany following World War I to segregation in the United States to the civil rights movement. Those who want to teach their students about the history behind racism and how it spread (in different forms) throughout the world will benefit from incorporating this page into their classroom lessons on race.
- Facilitating Critical Conversations with Students: This page by Teaching Tolerance offers links to many teaching strategies and ideas for educators to use when teaching about race in the classroom. The goal is to help teachers learn how to communicate with students about modern day racism in a productive antiracist way.
Discrimination due to race is an important topic that is often overlooked by parents, students, and teachers, because slavery has been abolished and segregated schools, water fountains, bathrooms, etc. are illegal. However, racial inequality, discrimination, and racism are not, unfortunately, facts of the past. Therefore, it is so important for students to be educated and aware of the impact of racism on the everyday lives of many people. As important as it is for students to be educated about this sensitive topic, keep in mind who your audience is. Certain students may be more responsive to your lessons than others because of their past experiences. Overall, it is important for you to be careful and aware of students’ reactions to the material!
- First Encounters With Race and Racism: Teaching Ideas for Classroom Conversations: The New York Times published an article to help teachers conduct lessons about racism with their students. The article provides a warm-up, videos, four stories, corresponding questions, class discussion questions, and ideas for going further. The author, Jinnie Spiegler, also offers much additional information to aid teachers with the goal to teach about the subject of racism.
- Teaching about Racism, Violence, Inequity and the Criminal Justice System: ADL provides a lengthy list of resources available for teachers to use in the classroom. Links for lesson plans, resources for educators, resources for parents and family members, and children’s and young adult books are provided. These resources are meant to be relevant to today’s times and help students (and possibly teachers and other adults) recognize their biases against other races.
- A Teaching Tolerance Guide: Let’s Talk: Teaching Tolerance put together a guide about discussing race, racism, and other difficult topics with students. The guide consists of a plan for teachers to prepare themselves for teaching about these topics, a plan for students, professional development resources, and student-facing resources. | <urn:uuid:682936ee-2a63-44a0-8713-b50fc9d59b70> | CC-MAIN-2024-10 | https://educators4sc.org/teaching-about-race/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474653.81/warc/CC-MAIN-20240226062606-20240226092606-00091.warc.gz | en | 0.954163 | 1,791 | 4.59375 | 5 | 1,072 |
Why Should Learn Blender Modeling
Cycles for Archviz
Blender is a powerful and versatile software used to create 3D graphics, animations, special effects, video games, and much more. Here are some reasons why you should learn Blender:
Create high-quality 3D products: Blender provides the tools and features to create high-quality 3D models, assets, and environments. As a result, Blender becomes an indispensable tool for graphic designers, engineers, animators, film producers, game designers, and special effects experts.
Develop design skills: Blender provides a range of design and 3D modeling tools that help you develop graphic design, modeling, and creative skills. You can use Blender to create product models, landscapes, characters, effects, and much more.
Create multimedia content: Blender provides the tools to create videos, animations, and 3D games. You can use Blender to create short animated films, simple games, product introductions or advertising videos, etc.
Free and open source: Blender is a free open source software. This means you can download and use Blender without having to pay any costs. You can also customize and develop Blender to suit your needs.
Strong support community: Blender has a large, passionate, and experienced user community. You can search for learning materials, tutorials, reference materials, or even ask the Blender community for help to help you learn and develop your skills.
For the above reasons, learning Blender will help you develop your design skills and create high-quality 3D products, multimedia content, and more.
What You Will Learn
In the Blender Modeling course, you will learn the skills to model architectural interior furniture with Blender. This will help you to work more efficiently in the process of creating interior designs or architectural visualizations.
Through the course, you will learn how to create 3D models of furniture pieces such as chairs, tables, cabinets, and more. You will learn how to use Blender's modeling tools to create realistic textures and materials, and how to add lighting to create a realistic scene. You will also learn how to organize your models in a scene and how to use camera angles to create a visually appealing composition.
By learning how to model furniture pieces with Blender, you will be able to create accurate 3D models of your interior designs, allowing you to better visualize the final result and make adjustments as needed. This will help you work more efficiently and effectively, whether you are a professional interior designer, architect, or hobbyist.
Overall, the Blender Modeling course will equip you with the skills and knowledge necessary to model interior furniture with Blender and help you create stunning and realistic interior designs.
At our training center, we offer customized Blender Modeling courses that cater to the specific needs and goals of each individual student. We understand that every student has unique requirements and learning objectives, and we tailor our courses accordingly.
If your goal is to become a professional archviz artist, we can design a program that helps you advance your Blender modeling skills to an exceptional level. We can cover advanced techniques such as creating photorealistic materials and textures, lighting and rendering techniques, and optimizing your workflow for more efficient and effective modeling.
We can also focus on specific areas of interest such as architectural modeling, character modeling, product design, or game asset creation, depending on your career aspirations.
Our experienced instructors are experts in their fields and are passionate about teaching Blender modeling techniques. They will work with you closely, providing personalized guidance and feedback to help you achieve your learning goals.
CYCLES RENDERZ | ARCHVIZ
In this course, we will explore Cycles, a powerful tool for creating realistic and visually appealing images. Cycles is a ray-tracing-based rendering engine that allows you to create lifelike lighting, materials, and environments in a 3D space.
The course will begin with an overview of Cycles and the benefits of using it in the field of architecture. We will delve into the structure of Cycles, from its underlying principles to how to utilize its key components such as shaders, materials, and lights to create stunning imagery.
Throughout the learning journey, you will have hands-on practice through exercises and real-world projects. You will be guided through the process of creating basic materials for architectural objects and setting up appropriate lighting and shadows to achieve vibrant spaces.
Additionally, we will explore advanced techniques in Cycles, such as Global Illumination, Ambient Occlusion, Depth of Field, and Motion Blur. You will learn how to apply these techniques to create realistic effects and enhance the overall brightness in architectural scenes.
Furthermore, we will examine how to integrate Cycles into your workflow, including exporting and importing data from popular architectural software such as Blender, Autodesk Revit, or SketchUp.
The "Cycles for Architecture" course strikes a perfect balance between theory and practical application, equipping you with the skills to create realistic and visually appealing images for your architectural projects. Join us now and empower yourself with the necessary tools to bring your designs to life. | <urn:uuid:8c8aa5f2-e1d9-4d5d-b8eb-890dfdba3d59> | CC-MAIN-2024-10 | https://www.darchviz.co/blender-modeling-concept | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.45/warc/CC-MAIN-20240222193722-20240222223722-00292.warc.gz | en | 0.921587 | 1,061 | 2.8125 | 3 | 1,073 |
A variety of resources that support early childhood educators to ensure that children with disabilities can participate as full members of their learning communities.
Teach evidence-based, inclusive practices in early learning environments using these multimedia, professional development materials and packages.
Increase child participation and adult learning with these high-impact teaching and learning tools.
Tools and Supports
Increase child participation and adult learning using these high-impact teaching and learning tools.
Use these visuals in your learning environment to promote children’s participation, development, and sense of belonging.
Learn all about positive behavior support in Season 2 of this fun and dynamic professional development web series.
Take a look at several new professional development resources specific to supporting infants and toddlers!
© 2024 Head Start Center for Inclusion, University of Washington | <urn:uuid:349fb444-a963-41f5-9d9b-915f5f0c9018> | CC-MAIN-2024-10 | https://headstartinclusion.org/?q=node%2F12 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00292.warc.gz | en | 0.926878 | 159 | 2.859375 | 3 | 1,074 |
First graders will practice coin identification skills with Canadian currency in this online math practice activity from iKnowIt.com. Students will become familiar with Canadian coins as they achieve the following learning objectives in their math practice session:
Questions in this first grade Canadian money activity are presented in multiple-choice format and drag-and-drop format. As students progress through the math game, they will become confident and proficient in identifying Canadian coins by their names, values, and images.
Several key features in this I Know It math activity help your first graders make the most of their Canadian coin identification practice. If little ones get stuck on a question, for example, they can click on the "Hint" button to view a helpful pictorial clue that will point them in the right direction without giving away the answer. When children answer a question incorrectly, a detailed explanation page appears, showing them the correct answer accompanied by an easy-to-understand explanation. With these features, students can move through the lesson learning from mistakes and better understanding Canadian coin identification.
Other features in this I Know It math activity engage children in the online math practice experience. A progress-tracker in the upper-right corner of the practice screen, for example, shows students how many questions they have answered out of the total number of questions in the practice session. Below, the score-tracker tells students how many points they have earned for correct responses. On the opposite side of the practice screen, a speaker icon indicates the read-aloud feature. Children can click on this button to hear the question read out loud to them in a clear voice. This is an excellent resource for ESL/ELL students and children who excel with auditory learning. All of these math lesson features are designed with your students' math comprehension and progress in mind.
Elementary teachers and homeschool educators alike enjoy using the I Know It online math program to give their students an exciting new way to practice elementary math skills. Here are some of the features that teachers especially love about our math practice program:
Teachers aren't the only ones who love everything I Know It has to offer! Students, too, enjoy practicing their math skills on our kid-friendly platform. There's lots for kids to love about "I Know It," like:
We hope you and your first-grade students will have fun practicing Canadian coin identification with this fun, educational math practice activity. Be sure to explore the hundreds of first grade math lessons in our online collection too!
Now is an excellent time to try out this Canadian coin identification activity with your first grade class! Sign up for our free thirty-day trial offer and try out this math practice activity, or any math game, on our website at no cost (no credit card required). We hope you and your students will love experiencing the difference interactive math practice can make! In fact, we're confident you will enjoy all I Know It has to offer, and we hope you won't hesitate to join our community as a member when your free trial runs out. We have membership options available for families, individual teachers, schools, and school districts. Visit our membership information page to discover which I Know It membership is right for you: https://www.iknowit.com/order.html.
Your I Know It membership gives you access to our program's awesome administrative features. These tools will help you maximize your students' math practice experience: create a class roster for your students, assign unique usernames and passwords to all of your students, give specific math practice assignments to different students, change basic lesson settings, monitor students' progress with detailed reports, print, download, and email student progress reports, and more. Your administrator account is key to helping your students get the most out of their online math practice.
When your students log into iKnowIt.com with their unique username and password, they will be shown a kid-friendly version of the I Know It homepage. From here they can quickly access math activities you have assigned to them for practice. They can also explore other math games at their grade level and beyond if you choose to give them this option through your administrator account. Grade levels in the student mode of I Know It are designated by letter (i.e., "Level A" for first grade), making it easy for you to assign math activities based on each child's needs and skill level.
This interactive math lesson is classified as Level A. It may be ideal for first grade students.
Counting Nickels and Dimes (Canadian) (Level A)
In this first grade-level math lesson, students will practice counting nickels and dimes in Canadian currency. Questions are presented in multiple-choice format and fill-in-the-blank format.
Counting Nickels and Quarters (Canadian) (Level A)
Students will practice counting nickels and quarters in Canadian currency in this interactive math activity geared toward first-grade. Questions are presented in multiple-choice format and fill-in-the-blank format. | <urn:uuid:64693c27-62ca-47f5-aedf-4741d0c921aa> | CC-MAIN-2024-10 | https://www.iknowit.com/lessons/a-coin-identification-and-values-canadian.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473370.18/warc/CC-MAIN-20240221034447-20240221064447-00392.warc.gz | en | 0.934402 | 1,028 | 3.78125 | 4 | 1,075 |
Carmen Campero Cuenca
Universidad Pedagógica Nacional
Abstract – Adult education is a broad, complex field intertwined with multiple social and educational realities. This article points to a couple of potential key roles for adult education for individuals, their families and communities in Latin America. Some reasons for the limited impact that adult education currently has in the region are also presented.
Youth and adult education is a human right and the gateway to the exercise of other rights. The answers to crucial problems in today’s world, expressed in a global and interconnected way in the Sustainable Development Goals (SDGs), are integrally linked to quality education and lifelong learning for the entire population. Providing youth and adult education are the key to guaranteeing individual and community development and building more just societies (GIPE 2018).
Youth and adult education is relevant in various aspects of individual and community life such as: health and well-being, employment and the labour market (including sustainable livelihoods), justice and democracy, social, civic and community affairs, art and culture, new technologies and social networks.
Despite its importance and potential, youth and adult education is secondary to the agendas of education for children and young people, a condition that can be perceived at different levels and in different situations. For example, youth and adult education is not explicitly mentioned in SDG 4 and its global indicators. Funding organisations also do not consider its role. This lack of priority is reflected in most national budgets, where youth and adult education budget allocations are scarce. The limited or non-existent professionalisation of educators, as well as the compensatory approaches that prevail in many programmes, with little relevance for the groups to which they are directed, are two more expressions of the insufficient importance given to this educational field (Campero 2017). All of the above is in stark contrast to the potential demand and will affect what impact can be achieved.
Educators of young people and adults observe certain changes in the people who participate in socio-educational processes that occur in their daily life or in the medium or long term. The changes can take place in their families and/or environments. In larger projects, it is possible to assess these changes at the different levels of intervention, whether national, regional or local. This is how we can confirm that adult education produces a manifold impact1 that can be appreciated and is important to demonstrate, recognising that it is the result of complex causal relationships. Some impacts can be anticipated and others are unexpected. (Gómez and Sainz 2008 and Bhola 2000).
Experiences that have an impact are often referred to as good practices, or as relevant or successful practices. In most of the cases2 at which we will now look, civil society has played a central role, as have local organisations and institutions of various kinds. Together they reflect the importance and potential of youth and adult education:
The wide range of projects and programmes mentioned in the previous section shows the vastness of this field of education. By analysing them, we can identify characteristics common to several of them, some of them present in a smaller number of programmes, and some more specific.
Some common characteristics of the projects and programmes are features …
Another common feature is that in spite of the strong commitment of the educators and other advocates who develop these projects, they are carried out in precarious conditions, with few resources of any kind, so that their scope and impact is often limited.
These project and programme features support policy proposals that have been strongly expressed by Latin American civil society over the past five years, with a view to defining the SDGs and the CONFINTEA VI Mid-Term Review Meeting, in which the precarious conditions prevailing in youth and adult education are considered.
There are also overlaps with the international policies of youth and adult education such as CONFINTEA V, CONFINTEA VI and the Recommendation on Adult Learning and Education, whose approaches are still far from being realised in most countries.
In short, the proposal is to promote and consolidate comprehensive, inclusive and integrated policies – cross-sectoral and interdisciplinary – from a human rights perspective, in which education is holistic and integral. We are talking about policies implemented in specific programmes and projects with sufficient resources; policies which promote equality between men and women, including affirmative action for the most disadvantaged groups; policies that are centred on the contexts, interests and needs of the people they target, and in which the participation of all the sectors of society involved is fostered; policies which emerge from participatory decisions and in which the State lives out its role as a guarantor.
An additional and fundamental policy for progress is that governments should devote 6 % of GDP to the education sector, and that investment in historically disadvantaged areas such as youth and adult education should gradually increase. In addition, it is necessary to define policies not only from the perspective of education, but also in conjunction with economic and social policies, in order to mitigate existing inequalities and poverty, which have been on the increase (Civil Society Declaration 2013, ICAE 2015, Brasilia Charter 2016, UNESCO 2009, 2015 and 2017, CLADE 2017, FISC 2017).
The practices within youth and adult education in Latin America presented in this article contribute towards development. They have changed the lives of individuals and their families, in their environments, and at different territorial levels. However, the marginal situation of youth and adult education compared to education for children and adolescents is a structural factor that prevents its impact from being amplified, since it generates precarious conditions for its development, giving rise to a critical juncture.
On the other hand, we live in a world where often the only thing that counts is what can be measured. While the impact of youth and adult education can be identified, assessed, appreciated and shown, it can seldom be measured in the strict sense of the term. The reality is complex.
Hence the importance – to those of us who work towards and are committed to the right to the education of young people and adults and to the construction of a more just world – of systematising our experiences, highlighting who the participants are, the factors involved in the processes, the results and impacts, as well as the problems encountered along the way, all with the aim of valuing our work, socialising it and demanding other logics of reflection and action. Systematisation helps generate information that makes visible and positions both youth and adult education and the young people and adults who participate.
1 / By impact we mean the modifications of reality that are produced by a set of causal relationships; in this case, youth and adult education is one of these.
2 / These experiences were contributed by members and friends of the International Council for Adult Education (ICAE) of Latin America, to be included in papers presented at various international forums held in 2017.
Bhola, H. S. (2000): Evaluación: contexto, funciones y modelos. In: Schmelkes, S. (Coord.): Antología Lecturas para la Educación de Adultos. Conceptos, políticas, Planeación y evaluación en educación de adultos, Aportes para el Fin de Siglo, Vol. II, 554-555. Mexico: INEA - Noriega Editores.
Campero, C. (2017): Reflexiones y aportaciones para avanzar en el derecho de las personas jóvenes y adultas a una educación a lo largo de la vida. Revista Educación de adultos y procesos formativos, 4. Chile: Universidad de Playa Ancha. https://bit.ly/2LYrsOx
Carta de Brasilia (2016): Seminario Internacional de Educación a lo largo de la Vida y Balance Intermedio de la VI CONFINTEA en Brasil. https://bit.ly/2BpP7Ds
CLADE (2017): Llamado a la Acción por el Derecho a la Educación de las Personas Jóvenes y Adultas: Hacia la Revisión de Medio Término de CONFINTEA VI, Lima, Peru, 17 August 2017. https://bit.ly/2KoDvQu
Declaración Conjunta de la Sociedad Civil sobre el Derecho Humano a la Educación en la Agenda de Desarrollo Post 15. El derecho humano a la educación en la agenda de desarrollo post-2015. September 2013. https://bit.ly/2n70zKn
Grupo de Incidencia en Políticas Educativas con Personas Jóvenes y Adultas (GIPE) (2018): La sociedad civil por la promoción y defensa del derecho a la educación con las personas jóvenes y adultas. Propuesta de agenda a las coaliciones políticas y candidatos. Mexico: GIPE.
Gómez, M. y Sainz, H. (2008): El ciclo del proyecto de cooperación al desarrollo (7th ed.), 98-99. Madrid: CIDEAL.
ICAE (International Council for Adult Education) (2015): Declaration of the IX ICAE World Assembly. Montreal, 14 June 2015.
ICAE (2017): Education 2030: From commitment to action. Statement from the Civil Society Forum – for the CONFINTEA 6 Mid-Term Review, 24 October 2017, Suwon. https://bit.ly/2O91Mwe
UNESCO (2009): Living and learning for a viable future: the power of adult learning. Final report. Confintea VI. Belém, Brazil.
UNESCO (2015): Recommendation on Adult Learning and Education, 24-36. Paris: Unesco and UIL.
UNESCO (2017): The power of Adult Learning: Vision 2030. CONFINTEA VI Mid-Term Review 2017. Suwon.
About the author
Carmen Campero Cuenca is a social anthropologist and teacher in adult education from Mexico who has dedicated more than 45 years to youth and adult education, 36 of them at the National Pedagogical University. She is a co-author and teacher of training programmes with various approaches, and has published extensively.
DVV International operates worldwide with more than 200 partners in over 30 countries.
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Motivating Factors for Adult Learners in Higher Education. From the Project Manag, Webb, N. M., & Palincsar, A. S. (1996). The nature of these desires is, and therefore cannot be satisfied fully at the same time. The five key ingredients impacting student motivation are: student, teacher, content, method/process, and environment. understanding of learners’ needs, attitude. Psychologists form an understanding of learning styles by studying human development and identifying different ways that people learn. To learn more, view our, A Study on the Challenges of Realising Inclusive Education in India, Proceeding : International Seminar on Teacher Education for Peace and Harmony, Impact of shifting cultivation on environment: an assessment on the behaviour of the farmers in Mokokchung Village, INTERNATIONAL JOURNAL OF EDUCATION FOR THE FUTURE (IJEF) International Journal Of Education For The Future (Ijef. The Department of Educational Psychology and Special Education is committed to preparing teachers-in-training to meet the challenges they will face in the school setting. provides basis for the selection of appropriate, Educational Psychology, Conducive Learning Environment, Critical Learners, a science which aims to give better understanding and control of the, Kumari, Sundari and Rao, 2006). Discovery Publishing House, Delhi, pp. Vita. The hypothesised model had nine factors of the teaching and learning environment grouped under three higher‐order latent variables: teaching, teacher–student relationships and student–student relationships which have influences on perceived workload. The short answer is that all of the strategies enumerated in this paper can be used…as often as possible. Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. It is among the most awesome pdf we have study. Bojuwoye, O., Moletsane, M., Stofile, S., Moolla, M., Experiences of Learning Support in Selected Western Cape S. United Publications, New York, pp. The focus of this article is to provide the educator with suggestions from each of the five key ingredient areas that can be used to motivate his or her students. Verified Purchase. Many regard philosopher Johann Herbart as the "father" of educational psychology. --West Virginia University, 1949. Teaching theories: educational psychology Traditional theories Mental-discipline theories. ), Handbook of educational psychology. Child Psychology and Education with Technology Miss Kusum Kaushik Freelance Content Writer and Technical Writer Certified Technical Writer from Tech Total Solutions Pvt Ltd, Hyderabad Pursuing PG Diploma in Technical Writing from Symbiosis(SCDL) Pursuing M.A. His professional service includes serving as chair of the Department of Educational Administration, Foundations, and Psychology at the University of Manitoba, and serving as president of the American Educational Research Association Special Interest Group on Teaching Educational Psychology. Mangal, S.K. The importance of educational psychology and teachers has the following points: Whereas limited exchange of information and explanation are adequate for routine learning in collaborative seatwork, more open exchange and elaborated discussion are necessary for conceptual learning with group tasks and ill-structured problems. They are learner, teacher, content, method/process and environment. In a questionnaire, we asked students to identify what enhanced the quality of participation and the effectiveness of discussion in this class. Educational Psychology Is Perfect If You Take Joy From Helping Others. Child learning is different from that of adult. Curriculum: Theory and P. The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. Educational psychology is important in the classroom setting because it allows teachers to understand individual learning styles and tailor teaching methods to individual students. Fernald, L.D., & Fernald, P.S. Specific to the higher tracked classroom, effective motivational strategies included: Use of teacher enthusiasm, promoting a non-threatening class atmosphere, and connecting the adolescent world to science. D. To provide the teacher with a greater appreciation of his role in the education of the child... View Answer Workspace Report. For example, educators can use concepts from educational psychology to understand and address the ways rapidly changing technologies both help and harm their students’ learning. One, can be provided and positive attitude towards the learner on the part of the, the teacher must have the knowledge of the various, . educational practices. PHI Learning Pvt. Flogging the child was the. Behaviorism is a perspective on learning that focuses on changes in individuals’ While each of these theories has some truth, no single theory seems to adequately explain all human motivation. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. Agrotech Publishing Academy, Udaipur. and evaluation of the learner is a distinct contribution of educational psychology. OISE alum Sara Asalya shares a … Ltd, New Delhi 2. Since it is not possible to discuss all of them in a chapter of this length, we have decided to focus on some of the major themes that have been researched: The arithmetic frame of reference, variables, expressions and equations, equations solving. Technology can help A Holistic Approach to Learning and Teaching Interaction: Factors in the. Using Educational Psychology in Teaching, 11th Edition, helps readers learn to apply educational psychology theories and research to their own classroom practice. 6-13. Program in Educational Psychology The Graduate Center, City University of New York Charles K. Kinzer Department of Computing, Communication and Technology in Education Teachers College, Columbia University In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. • Psychology is the science of human behaviour and experience (Cruze). Dive into the topic of higher education, also known as post-secondary education or tertiary education. Using Educational Psychology in Teaching Plus Mylab Education with Pearson Etext -- Access Card Package (Paperback) Filesize: 8.09 MB Reviews This ebook is fantastic. The research reviewed also suggests that it is necessary to treat problems of status within small groups engaged in group tasks with ill-structured problems. Jones, T.S. teaching methods and how different activities like play, drama, skits, groups discussion, demonstrations, multimedia enabled teaching enhances the teaching level and how, with knowledge that the child is the product of heredity and environment. Numerous cross-disciplinary theories have been postulated to explain motivation. 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Date of Defense:
April 26, 2019
Introduction: The Hmong believe yog tsis muaj mis niam me nyuam tsis loj hlob (without breast milk, babies can’t grow). However, the Minnesota Department of Health (MDH) WIC program reported Hmong Minnesotans are less likely to initiate breastfeeding and have shorter breastfeeding periods compared to other races and ethnicities in Minnesota1. Low breastfeeding in the Hmong community increases the risk of developing long-term diseases such as diabetes and breast cancer that breastfeeding can prevent.2
MDH WIC Program: The Hmong Breastfeeding Initiative (HBI) was created to promote and educate the Hmong community about breastfeeding to increase breastfeeding among Hmong women.3 The HBI is a collaboration between MDH WIC program, Minnesota Breastfeeding Coalition (MBC), and Ramsey County Public Health with technical support from the States of Solution initiative. My work with the HBI was organized by MDH WIC program. My preceptor was Marcia McCoy, a WIC research scientist who started the work of disaggregating WIC breastfeeding data based on race and ethnicity. The WIC Program is housed in MDH’s Division of Child and Family Health (CFH) which “provides collaborative public health leadership that supports and strengthens systems to ensure healthy families and communities.4” MDH WIC program provides breastfeeding promotion and support for communities with low breastfeeding rates.1 Similar to the mission at MDH WIC program, my work with the HBI strives to increase breastfeeding rates in the Hmong community so Hmong babies, mothers, and families can live healthy lives.
Experience: My work as an intern for the HBI began in May 2018 and ended in August 2018. Listed below are my learning objectives and activities.
- Develop a 1-2 page Hmong breastfeeding and birth outcomes in Minnesota fact sheet by August 2018. I analyzed the 2017 Minnesota birth records data file6 and used the variables Hmong births (babies born to Hmong moms), counties Hmong moms live in and birth facilities to evaluate Hmong birth demographics. I also used the variables birth type (vaginal, cesarean), low birth weight (<2,500 g), and preterm births (<37 weeks) to evaluate Hmong birth outcomes. I relied on MDH WIC breastfeeding fact sheets for additional data on Hmong breastfeeding.
- Develop a contact list of healthcare facilities and systems that serve Hmong mothers and births by July 2018. My team and I created a list of Hmong and non-Hmong providers, health organizations, and facilities in the Twin Cities that serve Hmong clients. I organized the contact list using Excel and included information about contact name, contact information, meeting date and time, and their interest in involvement. After creating the list, I created an email prompt to introduce myself, the HBI, and interest in involvement.
- Identify factors that influence Hmong pregnant women and mothers’ decisions to breastfeed by August 2018. Once a contact agreed to meet, I sent a Doodle Poll to schedule a meeting. Between July and August, my colleagues and I held one listening session or interview with three Hmong Hennepin County WIC Program staff and one Hmong WIC breastfeeding peer. We held another listening session with three Hmong Ramsey County WIC breastfeeding peers. We asked participants about their personal or professional experiences with Hmong breastfeeding, influences on Hmong breastfeeding decisions, and recommendations to increase breastfeeding among Hmong women. I co-facilitated discussions and took notes for each listening session. After each session, my team and I debriefed and evaluated the responses.
Results: The top three birth facilities in Minnesota that served the most Hmong mothers and babies in 2017 were Health East St. John’s Hospital, Regions Hospital, and Maple Grove Hospital.6 These facilities are located in the Twin Cities where the largest concentration of Hmong people live in the US.7 Hmong birth outcomes did generally better than the overall Minnesota birth population. There were lower numbers of Hmong cesarean births and lower numbers of Hmong babies born before 37 weeks.6 Hmong WIC staff and breastfeeding peers from our listening sessions discussed the socio-ecological factors that influence Hmong women’s breastfeeding decisions. The Hmong community is a collective society; therefore, many decisions are made together by the family and community. Mother-in-laws and elders hold a powerful role in breastfeeding support since they are often time the caretakers when Hmong mothers and their partners leave the home. In addition, some Hmong view breastfeeding as “inconvenient” for working mothers; therefore, formula is preferred so caretakers can feed her child when she is unable to or is away.8
Lessons Learned: Scheduling dates and times to meet Hmong stakeholders was a challenge. Many people were out of the office during this time of the year (May-August). Planning further ahead of summer holidays and events would have secured meeting dates and times with more stakeholders. Another lesson was recognizing my own biases towards my community. I was born in America, grew up practicing the Christian faith, and am part of a Western academic institution. I see the Hmong community and culture differently from other Hmong people; therefore, I need to approach each listening session and debrief with humility.
Recommendations: Partner with the local WIC programs, especially with Hmong WIC breastfeeding peers, to provide educational outreach. They are a trusted and present agency in the Hmong community. Another recommendation is to reserve a booth at large-scale events such as the Hmong New Year and Hmong Freedom Festival to promote breastfeeding and provide a clean and safe space for breastfeeding moms and babies.
Conclusion: I resumed my work with the HBI after the completion of my field experience in August 2018. My colleagues and I continued our listening sessions with three Hmong providers in North Minneapolis, four Hmong public health nurses in St. Paul, six Hmong elders, and one Hmong International Board Certified Lactation Consultant (IBCLC) from California (the first and only Hmong IBCLC in the nation). In March of 2019, my colleagues and I planned and facilitated the Equity Action Lab. We invited Hmong community members to review our listening session notes, create breastfeeding messages from them, and develop Hmong breastfeeding projects to implement between April and June 2019. Hmong breastfeeding decisions are significantly influenced by cultural, social, and personal factors. Partnering with Hmong locals, Hmong health providers, and health facilities to identify and address these factors will change the breastfeeding culture in the Hmong community.
- WIC. (2018). Breastfeeding in Minnesota’s WIC Program Fact Sheet 2018. Minnesota Department of Health [Fact sheet].
- Minnesota Breastfeeding Coalition. (2018). Birth outcomes and breastfeeding in Minnesota Hmong women. Retrieved from https://insight.livestories.com/s/v2/birth-outcomes-and-breastfeeding-in-minnesota-hmong-women/ce2166b7-3ec4-425c-a081-f74f27100452/
- Minnesota Breastfeeding Coalition. (2018). Hmong Breastfeeding Initiative. Retrieved from https://insight.livestories.com/s/v2/minnesota-hmong-breastfeeding-initiative/9e0dc728-15a9-4f7a-a1c8-7dfe84013fae/
- MDH. (2019). Division of Child and Family Health. Retrieved from https://www.health.state.mn.us/about/org/cfh/index.html
- Minnesota Department of Health. (2018). Data birth2017for Tiffany [Data file].
- Vang, C. Y. (2018). Hmong in Minnesota. St. Paul, MN: Minnesota Historical Society Press.
- Yang, T. (2018). Hmong Breastfeeding Initiative [PDF]. | <urn:uuid:627745e9-eb6a-44c3-afdd-1842a7ff55ae> | CC-MAIN-2024-10 | https://mch.umn.edu/abstract/executive-summary-3/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473518.6/warc/CC-MAIN-20240221134259-20240221164259-00492.warc.gz | en | 0.92844 | 1,664 | 2.65625 | 3 | 1,078 |
The digital age has ushered in a new era of education, one where the pursuit of knowledge is no longer confined to traditional classrooms. Lifelong learning, the concept of continuous education throughout one’s life, has been revitalized by the availability of online resources and Massive Open Online Courses (MOOCs). These platforms offer unprecedented access to diverse subjects, enabling individuals to expand their horizons, acquire new skills, and stay intellectually engaged throughout their lives.
The Rise of Online Learning
Online learning platforms have revolutionized the way we acquire knowledge. With the click of a button, learners can access a wealth of information, courses, and experts from around the world. This accessibility breaks down geographical barriers and allows individuals to learn at their own pace, fitting education into their busy lives.
Massive Open Online Courses (MOOCs)
MOOCs have emerged as a popular form of online education. These courses, offered by universities and institutions, are open to anyone with an internet connection. They cover a wide range of subjects, from computer science to history, and often include interactive assignments, videos, quizzes, and discussion forums. MOOCs offer the flexibility to learn from renowned professors and experts in a variety of fields.
Advantages of Lifelong Learning Online
- Flexibility: Online resources and MOOCs allow learners to design their learning schedules, making education accessible to individuals with various commitments and lifestyles.
- Diverse Subjects: The range of available courses caters to diverse interests, enabling learners to explore fields beyond their expertise or career paths.
- Global Community: Online platforms connect learners worldwide, fostering a sense of community and enabling cross-cultural discussions.
- Self-Paced Learning: Online resources let learners set their own pace, allowing for a deeper understanding of subjects without the pressure of traditional deadlines.
- Skill Enhancement: Lifelong learning is not limited to academic pursuits; it’s an opportunity to acquire new skills or improve existing ones.
Navigating Online Learning
- Goal Setting: Define your learning objectives and goals. Are you seeking personal enrichment, career advancement, or skill development?
- Research: Explore various online platforms and read reviews to find courses that align with your interests and goals.
- Time Management: Create a realistic study schedule that fits your routine. Consistency is key to successfully completing online courses.
- Engagement: Participate actively in discussions and assignments. Interacting with fellow learners enhances the learning experience.
- Resource Utilization: Take advantage of supplementary materials, such as reading lists and additional resources provided by the course.
Challenges and Tips
- Self-Discipline: Online learning requires self-motivation and time management. Set specific times for learning to avoid procrastination.
- Overwhelm: With a plethora of courses available, it’s easy to feel overwhelmed. Start with subjects you’re genuinely curious about.
- Accountability: Share your learning goals with friends or family who can offer encouragement and support.
Lifelong learning in the digital age is a testament to the power of technology to democratize education. Online resources and MOOCs empower individuals to take charge of their intellectual growth, explore new frontiers of knowledge, and enhance their skills throughout their lives. As we continue to navigate the ever-evolving landscape of education, embracing lifelong learning online offers an exciting pathway to personal enrichment and a more knowledgeable, connected, and engaged global community. | <urn:uuid:fece2db0-0799-4ce3-bfce-3c440ca82f3e> | CC-MAIN-2024-10 | https://uptoskills.com/lifelong-learning-in-the-digital-age-navigating-online-resources-and-moocs/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00492.warc.gz | en | 0.921574 | 705 | 3.140625 | 3 | 1,079 |
Learning outcomes help teachers and students in meeting an academic program's objectives. Teachers put forth a clear roadmap for students' success by creating specific and detailed learning objectives.
Supporting a new course design and evaluation techniques, learning outcomes allow students to concentrate on the most important aspects of their studies. Learning outcomes may also be viewed as a method of teaching that is inclusive. These can help students understand their learning goals.
Types of Assessment
Instructors can directly measure students' learning outcomes. For example, they grade academic performances of students. Instructors can also use indirect methods to assess student learning.
● Assessment of a student's learning outcomes using direct measures
Students must exhibit their knowledge and abilities to be assessed directly. Such aspects give students concrete, observable and self-explanatory evidence of what they studied in any course or program.
● Assessment of a student's learning outcomes using indirect measures
Indirect measurements provide information about a student's ability to learn. These elicit students' reviews of their knowledge and skills. Indirect measurements are used to augment direct learning measures, providing details on how and why learning takes place.
Methods to Assess Student Learning Outcomes
Let's take a look at some of the ways in which student learning outcomes can be assessed.
● Set tasks that are both engaging and hard.
This is the enjoyable aspect of assignment creation. Think about how to engage kids' minds in imaginative, challenging and inspiring ways. Think out of the box when it comes to assignment types.
● Double-check alignment.
Return to your learning objectives when you've completed your tasks. Check whether what you want students to learn and what you're asking them to do are still in sync. You'll need to change assignments if you detect a discrepancy. Some tasks may require analytical and evaluative components.
● Make sure that your tasks are properly named.
Assignments with inappropriate titles may mislead students. If you ask students to assess a product's merits and weaknesses but call the project a "product description", they would probably focus on the descriptive parts of the job rather than on the analytical. It's crucial that assignment titles clearly convey their goals to students.
● Consider sequencing.
Consider how you might organize tasks. The tasks that demand extra skill and knowledge should be completed later in a semester and these should be preceded by minor ones that gradually improve their abilities. For instance, suppose an instructor's final project is a research-oriented task wherein students must assess a technology solution to an environmental problem. The skills to handle this should have been reinforced in previous tasks that would make students recognize and debate important ecological concerns. Then, use evaluative criteria.
● Check feasibility.
Is the assignment you've planned for your students reasonable? Is the grading load too much for you? There are instances when it is possible to minimize workload. For example, one of the major goals of a plan is for students to discover an intriguing manufacturing challenge. Conduct some initial research. It would be fairer to ask students to give a project idea and annotated bibliography instead of a fully formed report.
● Emphasize how the test relates to a course's goals.
Determine which test covers course goals (for example, "This test evaluates your ability to utilize sociological language correctly. Try to use the ideas we've studied thus far in the course.") This allows students to see how the course's components fit together. It gives them confidence in their capacity to perform effectively.
● Set tasks for recognizing problems.
Look for a group of issues that can only be solved efficiently using one of a few approaches. Ask students to name the techniques that best match the challenges. When only one approach is utilized for each difficulty, a task is better accomplished.
● Document problem solutions.
Choose one to three issues and have students write down all the procedures necessary to solve them. Write an explanation for each stage as well. Consider utilizing this approach to evaluate problem-solving abilities. This should be used at the start of the course. However, it can also be used as a regular component of your schoolwork.
● Evaluate group work.
All the basic assessment concepts that apply to a student’s work also apply to group work. There are other factors to consider when evaluating group work. First and foremost, it is determined by an assignment's goals. It is necessary to examine both process and product-related abilities.
Secondly, individual grades must be translated from group performance. It raises questions of justice and equity. Both of these challenges are complicated by the fact that neither group procedures nor individual contributions are always evident in the final result. Hence, teachers must devise methods for acquiring this data.
● Make a clear statement about an assignment's goal.
Students who are unsure about the assignment's aims or purpose are more likely to make errors. For example, students may believe that a project is more concerned with summarizing things than with evaluating research.
As a result, they may miscalculate the job and direct their efforts in the wrong direction. It is critical to make an assignment's objectives clear to students.
● Parameters must be specified.
If you have any special assignment parameters in mind, make sure that you include them in your task description. Otherwise, students may adapt norms and forms acquired in other classes to yours, which are inappropriate.
Learning style must be measured in terms of student performance or what students can do with what they've learned. Formal or informal evaluations, anonymous or public, individual or communal, all such aspects can be used to evaluate a student’s performance. | <urn:uuid:b8d069d5-9b7a-4b8d-8940-54f029749617> | CC-MAIN-2024-10 | https://blog.teachmint.com/learning-outcomes/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476413.82/warc/CC-MAIN-20240304033910-20240304063910-00492.warc.gz | en | 0.948584 | 1,143 | 4.5625 | 5 | 1,080 |
Bringing Out the Best in Teachers: What Effective Principals Do
"Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!"
Teachers reveal how principals can empower them to perform their best!
What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves.
New material in this revised edition compares the authors′ original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher′s-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to
Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers.
Resultat 1-5 av 41
... Positive Use of Formal Authority 9. Mirrors to the Possible 10. Conclusions, Caveats, and Challenges Resource: Research Methods and Procedures References Index vi ix xii xiv 10 22 37 57 67 80 92 103 117 130 134 147 Foreword to the Third ...
... positive impact of our faculty and staff on the lives of Estelle students support our claim. Former students return to share their success stories: making the honor roll in middle or high school, receiving scholarships, or succeeding on ...
... positive effects on teachers and, we suspect, on students as well. It describes these principals as seen through the eyes of teachers. The book shows what happens when school principals work to create open, honest, and sincere ...
... positive correlations between school leadership and student achievement, see Waters, Marzano, and McNulty's (2003) study, Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement ...
... positive forms of influence with teachers rather than formal authority. Isherwood (1973) found that principals who ... positively influence teachers. Studies of principal influence have shown how important informal power is to working ...
CHAPTER 8 POSITIVE USE OF FORMAL AUTHORITY
CHAPTER 9 MIRRORS TO THE POSSIBLE
CHAPTER 10 CONCLUSIONS CAVEATS AND CHALLENGES
RESEARCH METHODS AND PROCEDURES | <urn:uuid:813e8571-5571-470d-b119-b4925fb88ac7> | CC-MAIN-2024-10 | https://books.google.com.gi/books?id=S23HCQAAQBAJ&q=positive&dq=editions:ISBN0897891058&hl=no&output=html_text&source=gbs_word_cloud_r&cad=5 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476413.82/warc/CC-MAIN-20240304033910-20240304063910-00492.warc.gz | en | 0.901929 | 512 | 2.6875 | 3 | 1,081 |
Aiming for - Progress in Writing and Grammar eBook 1: Course licence (Collins ebook edition)
Help your students make good progress in Key Stage 3 English with our popular series, now updated for the new curriculum.
The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success.
This revised edition of Aiming for Level 3 Writing offers student-friendly explanations and activities to build, develop and extend students’ literacy skills, showing them precisely what they need to do to progress.
Whether you're looking for a one-off lesson, snappy starters or a longer programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes.
Now refreshed to reflect the text types and skills in the new Key Stage 3 curriculum, the Writing and Grammar books also offer comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study.
This Aiming for book is the perfect starting point for students arriving at secondary school with a secure Level 5 or a low Level 6 in writing. It will help you to
- target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultants
- develop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activities
- build confidence in grammar to improve students’ writing by exploring the effects of other writers’ choices
- motivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layout
- embed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progress
- gather evidence for periodic assessments, with the ‘Apply your skills’ tasks designed to build writing stamina and independence
- plan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the book
- support the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2. | <urn:uuid:8b722a94-145f-44f7-b09d-9b339cf0f9f0> | CC-MAIN-2024-10 | https://collins.co.uk/products/9780008448691 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.45/warc/CC-MAIN-20240222193722-20240222223722-00592.warc.gz | en | 0.930815 | 451 | 2.609375 | 3 | 1,082 |
When defining the goals for a learning strategy, most L&D teams would probably agree that “high learner engagement” is among the key components to focus on. But what exactly is learner engagement? How can you measure the “degree” of engagement in a training intervention? And finally, what can you do to improve learner engagement? Find out the answers to these questions in this blog post.
What makes things complicated is that learner engagement does not have a clear, all-encompassing definition. The term has been used in various ways over the years. Fifteen authors would probably provide you with fifteen (slightly) different definitions. They offer differing views of between two, five, or even seven types of engagement indicators. What definition should we adopt?
When opening the Wikipedia page on learner engagement, the following quote appears:
[Engaged] students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades), but in understanding the material and incorporating or internalizing it in their lives. (Fred Newmann,1992).
Although this definition is tailored to students in a school setting and was developed quite a few years ago, it still applies quite well to corporate learning today. An engaged learner thus does not only learn because a reward such as a certificate, promotion, or prize is waiting at the end of a learning track. They learn because they genuinely want to understand and incorporate the information provided.
Measuring learner engagement equals measuring the quantity and quality of an employee’s participation and interaction with a specific training offering (either offline or online). There is, however, no magic formula or single metric for measuring learner engagement. Learner engagement can instead be seen more as a goal you need to pursue. Several metrics can help you determine if you are on the right track or moving in the right direction for achieving this goal.
What metrics should you measure? Especially in an online setting, where the opportunities to directly observe or assess are limited. The most important key to success is data analytics.
Given that you work with some Learning Management System or learning platform, you probably have access to a lot of data about your employees. This data can enable you to analyze the online learning behavior of your learners to derive valuable insights. Here are eight metrics to consider when measuring learner engagement, pre-, during and post learning:
Before looking at metrics that help you measure the engagement levels of your learning offering during the actual learning activity, look at your overall sign-up rates. What percentage of your workforce signs up for learning courses? Do they sign up right after you announce a new course offering? Or does it take a couple of reminders from your L&D team, managers, or marketing team before they sign up?
Measuring sign-up rates can be a great way to start understanding the learning motivation within your workforce. Additionally, it can be a tell-tale indicator of how well your learning program is promoted and which internal marketing and promotion measures work best.
Next to a general overview of the sign-up and attendance rates, completion rates can be a great way of measuring your employees’ engagement level. In an offline learning setting, dropping out of a course (as in leaving the room without explanation) is relatively difficult. It becomes much easier in an online setting because there is no one to ask questions or, at the least, look disappointed.
Therefore, it makes sense to regularly check completion rates for different courses at a team, department, and organizational level. A high dropout rate could flag that the learning content needs to be more engaging not to leave the learner unmotivated and disengaged, resulting in a dropout.
Besides regularly checking the completion rates of your training courses, you should keep an eye on your weekly (WAU) and monthly active user (MAU) numbers. If you are using an LMS system, you should have the opportunity to look up the necessary insights or see an overview on a dashboard. Even if you use an excel sheet to organize and track participation in your learning offers, you could build a simple dashboard to check learner activity regularly. The reasons for this overview are simple. Firstly, it is an effective way to evaluate the success of internal learning promotion campaigns. You can, for instance, monitor how activity changes after a particular campaign. More importantly, it gives you a good understanding of the learning habits displayed by your employees. You can deduce what percentage of your employees continue to learn regularly. The MAU, in particular, is a great indicator of users forming learning habits, as it is much harder to maintain participation over a month than a week.
Remember the characteristics of an engaged learner mentioned above? An engaged learner genuinely wants to learn and is not working through materials because they have to. Why not try to measure this kind of “curiosity” or “hunger to learn”?
One possible way to do that is by looking at the sign-up and attendance rates for mandatory vs. voluntary courses. Are your team members only doing the training classes they have to? Or are they actively looking for additional material to improve their current skill set? A high attendance rate in voluntary learning courses is usually a good indicator of learner engagement.
Learning time spent is another excellent thing to look at as an indicator of learner engagement. Are your employees learning at all? Are they learning as much as you would like them to do? Are they spending more time on learning than you planned or anticipated initially?
You could use this information not only for your L&D or management team but also to provide your employees with an overview. For example, establishing a leaderboard highlighting the top learners of the week, month, or year based on learning time spent. This is not only a great gamification feature to foster internal competition but could also boost learner motivation and engagement. If learning time doesn't work for you, you could also think about implementing some kind of “learning point” system. You could base the points, for example, on the difficulty of certain materials and compare employees based on the learning points gained.
Every company has to determine the amount of time they want their employees to spend on their personal development. In our experience, if your employees spend 5-10% of their work time on learning, you are definitely on the right track. 😉
What usually needs to be added in an online-learning environment is the opportunity to interact with a trainer or fellow learners during a course. If your learning platform does not offer chat features, you could try to create such opportunities yourself by installing a learning “channel” in the tools you use, such as Microsoft Teams or Slack. Both collaboration tools also offer analytical insights. Among these are the number of direct messages sent, days active, and the number of likes and comments given by a person. An engaged learner would be more likely to pose questions, participate in discussions and interact with learners and trainers. Measuring the number of comments and reactions per individual learner, team and ultimately organizational levels provides another opportunity to infer a level of learner engagement.
Even if it may seem old-school, one way to measure engagement that shouldn’t be left out is the usage of feedback surveys. Actively ask your learners for feedback. Be it ratings (on a scale from 1-5) on learning materials and whole courses or written feedback via an online or offline evaluation form. Both active and passive participation in feedback surveys is a great way to measure your employees' engagement level and provides you with great insights to improve your learning offer for the future.
One of the most important goals of any learning strategy is that employees must be able to use the new skills they gained during the training. Trying to measure this “post-learning engagement” is one aspect you should not ignore. Measuring this includes 360-degree feedback, self-assessment questionnaires, or reviewing specific job performance KPIs. Compare the results against the KPIs at the individual, team, and organizational levels before a learning course with the results after completing this learning offering. Can you infer increased productivity or quality of work?
To sum up.
Learner engagement is one of the most important aspects to continuously track, as it provides you with a good indication of how well your learning and development strategy is being executed. And while there are several things to assess in measuring this engagement, one thing that should be kept in mind is that data is key. It would be best if you tried to gather as much of it as possible.
We now know what learner engagement is and how to measure it, but how can you boost it within your company, especially in an online learning context? Here are our top 6 tips to improve learner engagement.
Disclaimer: Measures that work well for one company might not work for another. But we are sure you will find one or two interesting takeaways from this article. Should you have additional ideas - let us know!
For starters, you need to get your employees to participate in your learning offerings in the first place. While we will mention a few internal marketing ideas later, we first want to focus on why a learner would want to engage with the learning courses you provide.
Would you rather work towards learning goals you set for yourself or towards goals someone else set for you? Try to involve your learners actively and ideally in a standardized way. For example, you could establish regular one-on-one slots between managers and their direct reports to discuss personal development goals. This way, learning objectives and adjustments to current learning programs could be set accordingly. Your employees own their careers. Shifting from a top-down to a bottom-up controlled learning approach and actively taking the time to discuss personal development in a separate setting can be a huge accelerator for learner engagement.
When you involve your employees in the decision process about what to learn, you can safely say that your employee is working towards a personalized learning goal and is therefore more likely to be motivated to start.
Next up: Think about personalizing the rest of the learning experience. Let’s say an employee wants to learn something about project management to manage a new project in their department. There are two ways this could go wrong:
She starts with topics she already knows and gets bored
She starts with topics she has no clue about and gets lost
You need to ensure that you provide every learner with the learning materials they need. Take prior knowledge and learning styles into account and design individual learning paths accordingly. Always try to include them in the process.
Additionally, you should ensure that you provide mentors (either externally or internally) that can help your learners with any questions or problems. Even though an employee works towards their individual learning goal and knows that they have a personalized learning path, they will sometimes get lost, have questions, or need guidance.
Especially in an online-learning context, it is important to ensure that learners know who to contact in case of problems. Otherwise, self-guided learning can get lonely and frustrating, and as a result, engagement will suffer.
After getting employees to start learning in the first place, you must ensure they keep learning. The best way is to make sure that your employees perceive the content as relevant, interesting, and inspiring so they don’t even think about dropping the course. This is probably also the part that takes, by far, the greatest amount of time. It could be a great idea to work with external partners on this. That way, you could ensure that your L&D department still has enough time to focus on strategic issues rather than spending 90% of their time curating and creating content.
Whether you work with external partners or create content yourself, here are a few things to keep in mind apart from personalization when curating the content for your courses.
Try to mix it up and incorporate not only videos but also text snippets, pop quizzes, drag-and-drop activities, and all kinds of other engaging tasks into your learning paths.
The reason is simple. Using only online videos may result in high participation for you to measure (e.g., Michael watched 80% of his learning path within a few days), but more is needed to ensure that he can also recall the information he viewed.
“I do not have the time to learn” should not be an excuse. Make sure to break down your learning paths into very small, incremental snippets as far as possible. This way, the argument of “not having the time” simply doesn’t stand. Learnings of four to six minutes are possible to integrate into even a very busy schedule.
The type of skill will determine just how “short” the different snippets can actually be. For some skills (mainly technical ones), it does not make much sense to provide four-minute segments. Sometimes it can be reasonable to focus on larger chunks and block learning time for the employee to fully focus on the materials. We do, however, advise that you ensure that no learning item takes more than 20 minutes to complete, regardless of the topic it covers.
Try to emphasize the value of the content you are offering by integrating “real-world” contexts, such as practical examples or specifically designed case studies from your own company. It doesn’t matter if they actually happened or could have happened). These case studies could be integrated as little challenges that the learners have to solve every time they complete the relevant materials of a certain chapter.
Motivational pieces from executives or other leadership members that underline the relevance of the learning offering for your specific business and, ultimately, the learner's personal internal career are often also helpful.
They are much more likely to grasp the benefit and value of the learning offering you provide this way.
Especially when discussing an online learning environment, it is extremely important to make up for the missing possibility of engaging with the trainer or fellow learners during a group seminar or workshop.
Try to create a vibrant online learning community. One way is to use communication and collaboration tools you are already using. If you already use Microsoft Teams, create a new channel for learning-related chats, questions, or discussions. You could appoint one “learning community manager” within your L&D department to foster those discussions and regularly post motivational quotes.
Another fantastic way to boost learner engagement is to create learning cohorts (smaller groups of employees) learning similar skills. This way, they could exchange knowledge, discuss and learn from each other. You should also try to find a cohort “manager” that will encourage engagement and discussions.
A program that worked really well for one of our clients is the concept of study buddies. Two learners, preferably not in the same department that want to develop in a similar area, will become study buddies. They encourage and motivate each other along their learning journey.
The positive side effect is that it can also be a great way to enhance the company culture and to get to know employees from other departments!
It is no secret that involving executives is a powerful way to drive learner engagement. It is important to ensure that your executives understand the value and necessity of learning.
Very little is as powerful as “A message from our CEO.” You could create a video with your CEO stating that learning is necessary for your company's future and that he or she fully supports all learning efforts. Ideally, let them talk about things he or she would like to develop personally. Such as: “I am currently taking a course about leadership across distance. What about you?”
You could also create internal learning materials with your CEO. For example, record a course on leadership methods taught by your CEO. The CEO is known (and probably respected) by every employee in your company, and their leadership advice would be seen as interesting and relevant for almost everyone.
The same thing applies to managers. Knowing that your manager also keeps on learning and improving is an excellent way to a) motivate and engage learners and b) improve the company culture. They could also recommend courses they did in the past. By taking courses themselves and publicly talking about it, managers and executives are no longer seen as never failing and all-knowing but as people who want to develop for the good of the company and themselves.
You can provide the best learning content, but if you do not make sure your employees are aware of it, they are not going to use it. Internal marketing campaigns can be a great way to get your employees to a) start learning and b) keep them motivated.
The top two channels to reach employees when promoting learning offerings are your company's intranet page or good old emails. And again, it can be a huge plus to get managers on board and let them promote your offer in performance reviews or weekly department check-ins.
Another idea is to integrate hashtags into your internal campaigns, such as #LetsDoThis or #LearnToGrow, that employees can use when posting pictures of successfully finished courses on LinkedIn or internal messengers.
On the one hand, this helps to give employees a feeling of company cohesion, such that everyone is participating in this learning journey of Company X. On the other hand, it can also be a great internal marketing strategy that can evolve into an external one. Your employees posting on LinkedIn or Xing about their learning journey while using your internal marketing hashtag could enhance your employer branding for new potential recruits.
Similar to external marketing strategies, you could get creative and vary your campaign approaches. You could change according to the season and advertise your “Company Xs’ summer of learning” or create an internal learning advent calendar.
Although an entertained learner is by no means always engaged, it does not mean that you should not try to make learning fun.
We absolutely love this one. Who does not like healthy competition? There are several methods to foster gamification. How about creating a leaderboard (either online or physical in the office) that compares learners to other learners within their organization or team based on the number of completed courses or learning time spent?
Let department A compete against department B.
Another way could be company-wide competitions. Let department A “learn” against department B. Which team will learn the most in 2023? Make sure there will be a price in the end! A barbecue event for the winning team or a physical trophy. Besides being fun, it will also strengthen the team spirit in the different departments.
What also typically works well are physical prices for top learners, be it fun ones such as a rotating challenge cup for the learner of the month to be passed on around the office or other incentives that work well for your organization.
It is unlikely that using only one of the strategies mentioned above will dramatically boost your learner engagement levels. Instead, it will probably have to be a mix of different strategies. Try to mix it up and test what works well for your organization and what does not.
Other than that, the only thing left to say is: Commit to being creative. Continuously ask yourself: What haven’t we tried (yet)?
Any questions? Don't hesitate to reach out.
edyoucated is funded by leading research institutions such as the Federal Ministry of Education and Research (BMBF), the Federal Institute for Vocational Education and Training (BIBB), Federal Ministry for Economic Affairs and Climate Action (BMWK). | <urn:uuid:cfa0d8ae-4a56-4880-bc3f-6852cf232641> | CC-MAIN-2024-10 | https://edyoucated.org/en/blog-posts/increase-learner-motivation | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474617.27/warc/CC-MAIN-20240225135334-20240225165334-00592.warc.gz | en | 0.960389 | 4,001 | 2.75 | 3 | 1,083 |
International Literacy Day: The Goal of Education for All
On International Literacy Day each year, we join with UNESCO to remind the international community of the status of literacy and adult learning globally.
Some 774 million adults lack minimum literacy skills; one in five adults is still not literate and two-thirds of them are women; 72.1 million children are out-of-school and many more attend irregularly or drop out.
The Director-General of UNESCO, Koïchiro Matsuura, has noted that: “Literacy strengthens the capabilities of people to take advantage of healthcare and educational opportunities – for example, by seeking medical help for themselves and a sick child, by adopting preventive health measures such as immunisation, and by acquiring greater knowledge of family planning methods.[…]. Educated parents, especially mothers – whether through formal schooling or adult programmes – are more likely to send their children to school and have a better understanding of their healthcare needs.”
“Literacy is a powerful yet too often overlooked remedy to health threats, with the potential to promote better nutrition, disease prevention and treatment,” Matsuura noted.
Founded by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), International Literacy Day is observed annually since 1965 on September 8 and focuses attention on worldwide literacy needs. Millions of the world’s adults (nearly two-thirds of whom are women) do not know how to read or write, and between 94 and 115 million children lack access to education. On ILD, individuals, organizations, and countries throughout the world renew efforts to promote literacy and demonstrate their commitment to providing education for all.
The Global Literacy Project’s “Classroom Connections” Initiative
Recognizing International Literacy Day GLP continues to connect classrooms in the USA with classrooms in South Africa, Kenya and the Caribbean. These classrooms will work on projects such as creating a shared novel or book or poetry. The final products will be published and provided to participants as an incentive to continue reading and writing. | <urn:uuid:311cc3c0-a398-4c74-a1de-ead4a9ac4b15> | CC-MAIN-2024-10 | http://www.glpinc.org/web_pages/glp_celebrate_international_literacy_day.htm | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473518.6/warc/CC-MAIN-20240221134259-20240221164259-00692.warc.gz | en | 0.953524 | 424 | 3.546875 | 4 | 1,084 |
If you are an Instructional Designer, you know how exciting it is to sit down at the drawing board, ready to transform some learning objectives into a fun, innovative, engaging e-learning material. With so much technology available and so many different exciting content alternatives it’s always a treat to be given an empty slate to fill with your imagination.
However, challenge lurks in the multitude of options and when flock and flocks of ideas swirl around in your head, you need a storyboard not go overboard.
Learning requires structure. There has to be a red line throughout the e-learning course, the learner should be able to follow a solid yellow brick road in order to achieve the goals set out for him. Hence, a storyboard can prove not only useful but vital.
According to the scholarly literature: “a storyboard is the documentation for interactive multimedia production. It contains instructions for programming, an audio script, and a detailed description of the visual elements such as text, video, graphics, and animation. The storyboard becomes the key design document that the entire production team uses as a base for developing the interactive program”.
In more mundane terms, a storyboard will serve as a blueprint for your e-learning course. It should be very specific in rendering the big idea of the course and make sense of how all the elements you want to put in it fit together.
So before you start whipping up an awesome online course, it’s best to come up with its visual and logical structure. This will ensure you will not get lost on the way to finishing it and neither will the learners once it is up and running.
Know who will be listening to your story
Having as much information as possible about your audience is always important. Even when you choose courses from a catalog you need to have some clue as to what the learners already know, what competencies they need for the job and what their learning preferences are. When you have the opportunity to build an online course from scratch, adapting it to perfectly fit the needs (and computer knowledge) of those who will be enrolled is key to its success.
Of course you won’t be able to please absolutely everybody but at least you can make sure there is something for everybody. In case less computer-savvy people are in the target audience, more explanations about how it all works will be needed. If you want to include social media make sure you also provide an alternative for it as not everybody is on it or wants to mix what they feel is personal with their business learning.
Write everything down
Even though Instruction Design does tackle the realm of creativity, it is best not to leave anything to the imagination. An idea that might seem absolutely brilliant at one time might just flee your brain a few days later and you will end up staring at two or three words wondering what in the world you meant by that.
If you are working as part of a team it’s even more important to make sure you are as descriptive and specific as you can be. The complete storyboard for an e-learning courses should include text, visual aids, the audio component and details about navigation. Include ideas for navigation and interaction in your storyboard – note how learners are supposed to get from one page to the other, how correct and incorrect answers on quizzes will be marked and what interaction options should be available on each screen.
If-then statements will prove very helpful at this step in the process. For example: "If the user picks right answer (answer A), they will be directed to the next screen. / If the user picks an incorrect answer, they will be redirected to the information that is being tested (screen 22)".
It might also prove efficient to use specific labels for screens, instead of just numbers. Especially if you are not working alone, “let’s discuss the ‘customer complain chart’” sounds a lot better than “let’s talk about screen 9”.
The visual is king
Since we are talking about an online course, your main focus should be the visual space and how to combine images, videos, written information, colors and animations in order to reach the training objectives – whether they are about information transfer or competency building. By thinking of everything ahead and writing it down, you ultimately give yourself a chance to improve the finished product.
Even if it is a lot of work and perhaps not as much fun as going with the flow and working on your favorite screen it does pay off in the end and ensures that the quality of the course is the same from beginning to end.
The visual component is the most important because if that’s not attractive and interactive enough, you’ll have learners just click next-next-next as they do on long, boring license agreements. Such an approach does not aid learning one bit and only adds up to wasted time – yours for designing the course and the learner’s for mere floating through instead of being captivated and engaged.
A good storyboard ensures everybody will enjoy being on board with the program. | <urn:uuid:94c9e711-a6c1-42b0-8e0a-a5039c3de1d8> | CC-MAIN-2024-10 | https://www.cypherlearning.com/blog/business/designing-storyboards-online-courses-sure-way-getting-everybody-board | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473518.6/warc/CC-MAIN-20240221134259-20240221164259-00692.warc.gz | en | 0.951374 | 1,047 | 2.625 | 3 | 1,085 |
The creation of eLearning experiences has progressed beyond the delivery of static content in the ever-changing field of education. Incorporating interactive and engaging components is crucial for captivating learners and promoting optimal retention of knowledge. This guide will delve into best practices that leverage advanced tools such as Articulate Rise 360 and Articulate Storyline, explore the use of SCORM files, delve into instructional design methodologies, discuss the significance of storyboarding, and examine techniques like embedding animation, 3D modeling, gamification, deep fake videos, and AI in the eLearning development process.
Articulate Rise 360 and Storyline Mastery:
Articulate Rise 360 and Articulate Storyline are powerful tools in your eLearning arsenal, enabling you to craft compelling and interactive courses. A cloud-based technology called Rise 360 may be used to make visually beautiful and responsive courses. Conversely, Storyline provides rich functionality for complex, scenario-based educational programs. These resources provide you the ability to modify courses to accommodate different learning styles using simulations, drag-and-drop interfaces, and multimedia integration. With these platforms, you can effortlessly design self paced education modules, fostering a personalized learning journey for each participant.
SCORM Files: Enhancing Accessibility and Compatibility:
The integration of SCORM (Sharable Content Object Reference Model) files is a critical step in ensuring your eLearning content is both accessible and compatible across different Learning Management Systems (LMS). By standardizing the communication between LMSs and online learning resources, SCORM improves interoperability. You may allow monitoring of learners’ progress, assessment results, and completion status by putting your content into SCORM files. This guarantees a flawless learning experience for users on every device while also streamlining the eLearning development process.
Instructional Design Methodologies: Building a Solid Foundation:
Instructional design methodologies form the backbone of effective eLearning experiences. A systematic approach to course construction is ensured by using proven concepts such as the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Continuous improvement is made possible by audience analysis, interesting content creation, interactive module development, efficient course implementation, and outcome evaluation. This systematic approach improves the impact and quality of your eLearning courses.
Story boarding: Visualizing Success:
Storyboarding is a crucial phase in the eLearning development process, providing a visual blueprint for your course. It enables you to organize the content flow, guaranteeing a coherent development and seamless transition between sections. Collaboration between instructional designers and content providers is facilitated by storyboarding, which guarantees that everyone agrees with the goals and structure of the course. The incorporation of interactive components, multimedia, and evaluations is guided by this visual roadmap, which enhances the overall efficacy and engagement of the eLearning process.
Embedding Animation, 3D Modelling or Gamification into Elearning Courses:
To elevate engagement, consider incorporating animation, 3D modeling, or gamification elements into your eLearning courses. By adding a dynamic visual element, animation helps people understand complicated topics more easily. The realism and immersion that 3D modeling offers improve learning. By adding components like leaderboards, medals, and quizzes, gamification turns education into an engaging, competitive game. By accommodating a range of learning styles, these strategies provide an engaging and inclusive e-learning environment.
Deep Fake Videos in eLearning: Navigating Ethical Considerations:
The integration of deep fake videos in eLearning introduces a cutting-edge element but necessitates careful consideration of ethical implications. Although deepfake technology makes it possible to create realistic simulations and scenarios, it also raises questions about potential abuse and false information. Instructional designers must handle this tool with responsibility to ensure ethical and transparent use. Use deepfake videos sparingly, with a purpose in mind, and always put the quality and accuracy of the instructional material first.
High-Quality Real Human-Like AI Voiceover in Elearning:
Incorporating a high-quality, real human-like AI voiceover can further enhance the immersive nature of eLearning experiences. Natural intonation, rhythm, and pronunciation are now possible with advanced AI voice technology, resulting in an auditory learning environment that is more engaging. By utilizing these AI voiceovers, eLearning is made more relevant and approachable, which promotes a smooth learning experience for learners. This addition not only ensures a professional and polished presentation but also caters to diverse learner preferences, contributing to an overall enriched educational experience.
Select AI voice overs that complement the style and tone of your material to facilitate clear comprehension and communication.
Crafting interactive and engaging eLearning experiences involves a multifaceted approach. A comprehensive and effective eLearning experience is facilitated by each component, which ranges from mastering technologies like Storyline and Articulate Rise 360 to adopting instructional design approaches, storyboarding, and combining cutting-edge aspects like animation, 3D modeling, gamification, deep fake videos, and AI. Keep evolving with the educational landscape, staying abreast of emerging technologies and methodologies to enhance the quality of eLearning experiences continuously. | <urn:uuid:b9923b0c-77ca-4ee0-bec4-82f7fb0ef894> | CC-MAIN-2024-10 | https://gandtimages.com.au/creating-interactive-and-engaging-elearning-experiences-best-practices/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00692.warc.gz | en | 0.882423 | 1,041 | 2.609375 | 3 | 1,086 |
In the past, learning was restricted to classrooms and homework. But times have changed tremendously since.
Now, e-learning has become the new normal, and for good reasons. However, there is still room for improvement, especially when it comes to the gap in non-personal interaction during student engagement.
Fortunately, there are techniques to bridge this gap and enhance e-learning interactivity. And that’s what we’ll discuss in this article to transform the e-learning experience for students and learners alike. So, let’s begin!
Using Multimedia Content
It refers to using various media elements, such as videos, audio, animations, and infographics, to engage learners actively. Unlike classroom study, it allows students to participate and interact with the study materials. As a result, the learning experience becomes more dynamic and engaging.
Let’s take an example to better understand this:
Imagine a biology e-learning course that covers the topic of the human circulatory system. Instead of presenting a long text-based explanation, the course includes interactive animation showing blood flow through the heart and blood vessels.
In such a scenario, students can pause, rewind, or replay the video as needed to better understand the complex process. After the end of the video, there’s a quiz where they can drag and drop labels to identify different components of the circulatory system. It will ensure that they not only understand the subject and remember it as well.
Creating E-Learning Software
E-learning software allows students and learners to access educational materials and courses anytime and anywhere with an internet connection. That means they can study at their own pace and watch their progress.
But of course, developing software is no walk in the park. That’s why it’s suggested to collaborate with software outsourcing companies with expertise in designing, coding, and testing the software. It ensures the software functions smoothly and is user-friendly while saving time and resources.
Nevertheless, make sure to be clear about the idea and discuss the same with the outsourcing company at every step. It will ensure that the software offers a seamless and interactive learning experience.
Leveraging Gamification Elements
Gamification is a proven way to bring an element of fun and competition to the learning process. It includes using elements like points, badges, leaderboards, and challenges to encourage active participation while ensuring learning.
But that’s not all! Thanks to the points and badges one earns from completing tasks, they get a sense of accomplishment and progress. Similarly, leaderboards create healthy competition among learners, motivating them to strive for improvement.
Not to mention, overcoming challenges boost critical thinking skills, increasing learners’ motivation and commitment to the course. In essence, it transforms the educational journey into a more interactive leading to better retention and understanding of the content.
However, it’s crucial to strike a balance between gamification elements and learning objectives to avoid overshadowing them.
To Sum It All Up
As the world embraces e-learning, it is crucial to continually explore and implement innovative ways to improve learner engagement. That way, educators can unlock the full potential of e-learning and provide students and learners with a more enriching and fulfilling educational experience. Eventually preparing them for a successful future in the digital age.
Author Bio: Erika Cruz is a content writer at Outreach Monks, a leading marketing agency known for its innovative digital solutions. With her expertise in crafting compelling copy and engaging content, Erika helps clients build their brands and connect with their target audience. | <urn:uuid:28b20123-dd2c-4a04-ad83-caca6e821a57> | CC-MAIN-2024-10 | https://ineducationonline.org/2023/07/28/engaging-learners-techniques-to-improve-e-learning-interactivity/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00692.warc.gz | en | 0.931668 | 732 | 2.65625 | 3 | 1,087 |
In a business world where change is the only constant, reskilling has become more important than ever. Reskilling also helps people adapt to changing demands. Often, workers whose jobs would be eliminated by automation can learn how to use automation technology, such as warehouse workers learning how to work on robots. Sometimes, reskilling may require workers to earn a new degree or certification.
What Is Reskilling?
Reskilling is the process of teaching employees an entirely new set of skills. It is a key tool that organizations can use to adapt to new realities in the marketplace. In all cases, reskilling offers workers the skills they need to move their careers in new and promising directions.
This article offers insights into why reskilling is so critical today, the benefits it brings, and how mentoring can help your company realize your reskilling goals.
The Need for Reskilling
Every industry today faces fast-moving change in business climate, market demands, and the tools and resources needed to keep up. Technology is a major driver, ushering in automation, offering opportunities for organizations to evolve, and profoundly affecting their needs and how they do business. The pandemic, along with the rise of the gig economy and freelancing, have also had a huge impact on the way people work.
By 2025, 85 million jobs may be displaced by a shift in the division of labor between humans and machines, especially in labor-intensive industries such as manufacturing, energy, and transportation. However, 97 million new roles may emerge from this shift, according to the World Economic Forum (WEF).
All of this means that organizations will need far different skills for success than they needed in the past or even in the present. Around 40 percent of workers will require reskilling of up to six months by 2024, the WEF says. Along with clear competitive advantage, reskilling offers many other benefits for businesses, including:
- Cost savings: When companies reskill existing employees, they avoid the costs of letting workers go and then hiring and training new workers.
- Retention: Reskilling allows companies to keep valuable people even when their current roles no longer meet the company’s needs.
- Engagement: Opportunities for reskilling show employees that the company is willing to invest in their future, making them feel valued and boosting engagement and loyalty.
- Hiring: Organizations that offer reskilling opportunities demonstrate a commitment to employee growth that attracts quality candidates.
- Learning mindset: Businesses that emphasize reskilling instill a company culture where constant learning is the norm.
Reskilling is not just key for business; it’s also critical for employees who want to thrive in the future. Employees who want to fully take advantage of economic opportunity for the length of their careers will need to demonstrate they have the skills that employers demand.
Benefits of Reskilling with Mentoring
Mentoring offers a highly effective way to make sure that employees get the reskilling they need through a people-centric approach. With mentoring, employees gain the advantage of one-on-one guidance to help them navigate roadblocks and have a successful reskilling experience.
Enhances learning and skill acquisition
Mentoring is based on personal relationships, and that means mentors can help their mentees in a customized way. This personalized approach helps mentees receive just the kind of encouragement and teaching that makes the most sense for them. This greatly enhances the learning process and ensures that mentees acquire deep skills more efficiently.
Provides access to industry insights and experiences
One of the biggest advantages of mentorship is that it offers an opportunity for mentors to teach from their own experience and built-up knowledge. Mentors can offer insights based on real-life learnings that mentees would not be able to access in any other way. While this is invaluable information for the mentee, it’s also a big benefit for the organization in terms of capturing institutional knowledge.
Builds employee connectivity
Employees tend to be more engaged when they feel connected to their organization and the people they work with, resulting in greater motivation, productivity, and retention. Mentorships are highly effective at creating these connections. These relationships are formed not only between the mentor and mentee, but throughout the organization because of the networking that is so important for successful mentorships.
Boosts confidence and motivation
Reskilling isn’t easy, but employees with mentors have a cheerleader in their corner to help. Mentors can serve as sounding boards when things get tough, and they provide a big-picture view that can make a real difference. Mentors’ experienced perspective can be the boost that employees need to have faith in themselves and create a vision for their future.
The Role of Mentors in Reskilling
Mentors can play a meaningful role in reskilling by acting as a personal resource for mentees. Along with direct skills training, they can offer mentees friendly advice and support to help reskilling employees move forward in the right direction and stay on track. Long-term mentoring relationships extend these positive interactions over time to enrich the careers of both mentor and mentee and contribute to the cohesiveness of the organization overall.
Effective mentors tend to have some characteristics in common. These include:
- Experienced and knowledgeable
- Good listening skills
- Able to offer constructive feedback
- Adept at networking
Good mentors are willing and able to spend time helping others, enjoying teaching as well as learning, and have valuable insights to pass on to others.
However, one size does not fit all, and successful mentoring also depends on a good match between mentor and mentee. Organizations need to keep this in mind when designing a mentorship program and take steps to ensure the most effective matching possible. These can include:
- Defining the purpose of the mentoring relationship
- Determining the type of matching that will best support the desired outcome
- Creating criteria and profiles for matching mentors and mentees
- Providing training for mentors and mentees
- Empowering participants to have choices
Strategies for Reskilling with Mentoring
It takes careful planning to make the most out of reskilling with mentoring. Planners need to think ahead strategically to provide the structure and resources to ensure an effective reskilling program. Here are some actions you should take when designing your program:
Assess your learning needs and goals
Successful reskilling begins with knowing what you want to accomplish. This requires identifying which skills the organization needs to develop within the workforce. These should be prioritized so that the skills that will have the most immediate impact receive the most resources to begin with. As the program develops, resources can be rolled out to lower-priority skills.
Creating a personalized learning plan
Mentors can help personalize learning for each mentee, but it’s important to start with a common foundation of what employees are expected to know at the end of each reskilling program. This includes the skills they should have and the tasks and activities they should be able to perform, based on market challenges and customer needs. As the plan is being designed, you should consult with potential learners. Their feedback at this stage is invaluable in creating a doable, effective learning program.
Establishing regular mentoring sessions
Consistency is key to any kind of learning, and reskilling is no exception. Mentors and mentees should agree on a schedule of regular mentoring sessions. Regular meetings give mentors and mentees opportunities to build a good rapport. The right cadence also offers participants the chance to review/reiterate past learnings while they are relatively fresh, while building knowledge with each session.
Tracking progress and adjusting the plan as needed
The goals for a reskilling program will be set in the design phase; once the program is launched, it’s time to track progress against those objectives. Goals should be SMART: specific, measurable, achievable, relevant, and time-bound. This makes it easy to track results—which should be used to adjust the program over time as needed.
Overcoming Obstacles to Reskilling
Reskilling offers clear benefits, but it’s not always easy to implement. Obstacles for organizations and individuals can include:
- Financial barriers
- Time constraints
- Fear of failure
- Lack of support from employers
Leaders should keep these potential roadblocks in mind when they are creating reskilling programs. With the right approach, many of these can be headed off within the structure of the reskilling program before they ever start.
Launch Your Reskilling Program with Chronus Mentoring Software
Reskilling is shaping up as a high-impact strategy for futureproofing in any industry—and the time to begin is now. Chronus mentoring software can help you get a head start on an effective reskilling program with built-in automation that supports your reskilling goals while simplifying administration.
Key features of Chronus Mentoring Software that drive reskilling include:
- AI-driven mentor matching that connects participants to the right people and skillsets—based on your organization’s unique needs
- Customized guidance for participants at every stage of the process
- Tracking tools that allow you to see participant progress and map program impact to key business goals
- The ability to insert learning objectives into in-platform mentoring training through the help of Chronus Courses
Taking a modern, technology-driven approach to your mentoring and reskilling programs ensures these key functions can evolve with you as you move into a fast-moving future. | <urn:uuid:c848ccf9-0a16-4028-af58-5f800d8e900f> | CC-MAIN-2024-10 | https://chronus.com/blog/employee-reskilling | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474715.58/warc/CC-MAIN-20240228112121-20240228142121-00692.warc.gz | en | 0.949429 | 1,953 | 2.703125 | 3 | 1,088 |
Editor’s Note: Online editor Brent Muirhead has the final statement on ways to make online learning into a rich learning environment through community building activities, shared responsibility, and vibrant interaction.
Contemporary Online Education Challenges
My discussion will note some of the educational concerns about the quality of today’s online degree programs. Relevant instructional advice will be given on how to enhance the teaching and learning process.
Distance Education Dialog Challenges
The online setting holds potential for vibrant interaction and rich dialog. Unfortunately, online educational experiences can become quite wooden and lifeless at times, like a boring traditional classroom. Distance educators and their students can become disillusioned with the teaching and learning process when it lacks a dynamic interactive character. The author believes that part of the problem involves having a rigid learning environment that fails to acknowledge that learning must be context sensitive. Scott Gray (1999, paragraph 7) offers insights into the nature of online interactions:
Good – even great – online teaching will not be –will never be built- because you can not build interaction. You enter into it, like a warm bath (shades of McLuhan) like a familiar suit, like a comfortable home. The online materials are only the tools and components of online instruction hammers and screwdrivers and saws and doorframes and kitchen cupboards and furnaces and wall-to-wall carpeting. They do not – cannot- constitute a home. The pausing, the pacing, the pushing, the pulling, the selection, maybe of this movie, that online resource project, such-and –such project – all of these occur in a dynamic fashion in the classroom, and indeed even to a large degree in online learning. Great teaching adapts and flows. The more personalized, the more context-sensitive such adaptations become, the more full the educational experience becomes, the more like a home, the less like a pile of tools.
Gray’s (1999) comments reflect a keen awareness of the importance of having an educational model that provides adequate flexibility for instructors and students to freely interact. Today’s students want online classes that are enjoyable places where learning expectations are built upon relevant intellectual activities and discussions. It is interesting to observe teachers who claim to be student-centered in their educational philosophy but actually are quite controlling in their classes. Teachers can dominate online dialogs by posting an excessive number of messages that highlights the instructor’s knowledge expertise but undermines the communication process. Instructors can become threatened by the online setting which has an open ended quality which causes some individuals to strive for security through greater control. Sadly, students are receiving a less academically rigorous education because they are not challenged to be independent thinkers. Students wonder about the quality of their ideas because the teacher fails to create a legitimate dialog that affirms the worth of their questions and concerns.
Making Positive Online Learning Connections
Meyer (2002) encourages teachers to take responsibility for properly using technology as a communication tool in their classes. Teachers should create email notes and biographical narratives that highlight their personalities. These are simple ways to integrate the teacher’s social presence into their classes which stimulates interactivity. Teachers can design biographies that offer informative background comments relating to their academic degrees, professional experiences, personal interests and hobbies. Biographies should be designed to establish the professional credibility of the instructor and affirm the personal dimension of their lives. Instructors can enrich their biographies by using graphics, a personal picture and favorite quotes. It is a useful way to help students become acquainted with their teachers. Also, students appreciate having teachers who utilize a university or personal website. The University of Phoenix provides instructors with individual faculty websites that are designed to share basic contact information and biographical data. Students can access their instructor’s website prior to the start of their course which helps them feel more comfortable about taking the class.
Collison, Elbaum, Haavind & Tinker (2000, p. 49) shares eight facilitator tasks that encourage relevant online work and interaction:
Leading introductory, community-building activities
Providing virtual ‘hand holding’ to the digitally challenged
Acknowledging the diversity of participants’ backgrounds and interests
Infusing personality with tone, graphics and humor
Maintaining a nurturing pace of responding
Keeping up with a pace set
Organizing posts and discussion threads
Balancing private email and public discussion.
The eight tasks reveal the need for instructors to take a comprehensive view of interaction by making it a major objective within their curriculum plans. Students want intellectually and emotionally engaging dialogs which have connections to their current and future jobs. Integrating cognitive and metacognitive activities into the online setting remains a challenge for today’s instructors who must deal with issues of student readiness and institutional barriers (i.e. course structure). Peters (1998) believes distance education is often delivered within the context of an industrial organizational paradigm. He voices concerns that distance education institutions use tightly structured courses with lectures and instructional activities that foster passive students learning patterns. “Students should not be the objects but the subjects of the teaching process” (Peters, 1998, p. 98).
Peters (1998) proposes an educational model that is quite similar to Rogers (1969) which places emphasis on having a self-directed, autonomous and informal learning approach. Students are expected take a leading role in their own education and learn to refine their metacognition skills. Garrison (2003, 1997) offers a sophisticated paradigm that classifies self-directed learning into three categories: self-management, self-monitoring, and motivation. The three elements acknowledge the importance of recognizing the need for students to become less dependent upon their instructors to acquire skills and knowledge. Teachers must offer appropriate guidance and a class structure that gives student instructional activities that encourage personal responsibility and accountability for meeting course learning objectives.
Today’s distance teachers often advocate a self-directed learning philosophy because it encourages personal and professional growth. The concept of self-directed learning is vital to creating an educational setting or environment that promotes critical thinking. Moore (1993) advocates learner autonomy in distance education that involves a combination of instructional structure and dialogue. Knowles (1990, p. 135) relates that learners demonstrate self-directed learning skills by:
Diagnosing their own needs for learning
Formulating their own learning objectives
Identifying effective human and material resources for accomplishing their objectives
Choosing and implementing effective strategies for using these resources
Evaluating the extent to which they have accomplished their objectives.
The level of cognitive maturity will vary among students which will require having teachers to make creative adaptations to their teaching plans and activities (Bullen, 1998). Curriculum changes should not reduce the academic quality of the course work. Online degree program administrators must avoid the temptation to dumb down their curriculum standards to increase their student enrollment numbers. The lowering of educational standards appears to help more students experience a measure of academic success. It really represents a patronizing view of people that questions their ability to effectively take on new intellectual challenges and it reflects an ambiguous view of equity. Furedi (2004) relates “… by treating people as weak and vulnerable individuals who are likely to stumble when confronted by intellectual challenge, such cultural attitudes serve to create a culture of low expectations” (p. 138). Distance education administrators, admission personnel and teachers need to work together to maintain high intellectual expectations for their students and uphold the academic integrity of their institutions.
Distance educators must develop short and long term goals for their students that recognize changing individual learning habits takes time, patience and a willingness to practice. Instructors can assist students through class activities which offer clear insights into their thinking processes. Writing assignments can be an excellent opportunity for students to practice being self-directed and reflective. Students should learn how to effectively select a topic and conduct research on it. The author has graduate online students learn about critical thinking by using this topic as the focus of one of their Power Point presentations. The initial student reaction to this assignment is somewhat apprehensive about teaching something as complex as this topic. The author shares lectures and charts on critical thinking principles which help alleviate their anxiety.
Students are required to develop either a handout, pamphlet or outline notes on their Power Point presentation. Student comments after their presentations indicate that reflective thinking is less of a mystical concept to them and it is more practical than they had realized. Online teachers who want to offer practical advice to encourage more intentional critical thinking in their students should consider sharing the following nine strategies (Paul & Elder, 2000)
Use ‘wasted’ time
A problem a day
Internalize intellectual standards
Keep an intellectual journal
Reshape your character
Deal with your ego
Redefine the way you see things
Get in touch with your emotions
Analyze group influences on your life (p. 40).
This brief discussion has highlighted some of the academic challenges that face distance educators. “Today’s manipulative attitude towards standards is in part a product of disappointment with the experience of reform in education, culture and social policy” (Furedi, 2004, p. 17). Online education is not immune from negative social trends which can undermine the teaching and learning process. Contemporary instructors play a vital role in shaping the intellectual depth of their online communities by helping their students become reflective and self-directed learners.
Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education. 13 (2).Available: http://cade.icaap.org/vol13.2/bullen.html
Collison, G., Elbaum, Haavind, S., & Tinker, R. (2000). Facilitating online learning. Effective strategies for moderators. Madison, WI: Atwood Publishing.
Furedi, F. (2004). Where have all the intellectuals gone? Confronting 21st century philistinism. New York, NY: Continuum.
Garrison, D. R. (2003). Self-directed learning and distance education. In M. G. Moore & W. G. Anderson (Eds.). Handbook of distance education, pp. 161-168. Mahwah, NJ: Lawrence Erlbaum Associates.
Garrrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48 (1), 15-31.
Gray, S. (1999). Message. ListServ WWW Courseware Development. Retrieved December 16, 2004 from http://listserv.unb.ca/bin/wa?A2=ind9907&L=wwwdev&T=0&F=&S=&P=2146
Knowles, M. S. (1990). Fostering competence in self-directed learning, In R. S. Smith (Ed. ) Learning to learn across the life span. San Francisco, CA: Jossey-Bass.
Meyer, K. A. (2002). Quality in distance education: Focus on on-line learning. San Francisco, CA: Jossey-Bass.
Paul, R. & Elder, L. (2000). Critical thinking: Nine strategies for everyday life, Part I. Journal of Developmental Education, 24 (1), 40. Retrieved from the University from Phoenix Online Library and ProQuest Database December 15, 2004.
Peters, O. (1998). Learning and teaching in distance education: Analyses and interpretations from an international perspective. London, England: Kogan Press.
Rogers, C. (1969) Freedom to learn. Columbus, OH: Charles E. Merrill.
About the Author
Brent Muirhead has a BA in social work, master's degrees in religious education, history, administration and e-learning and doctoral degrees in Education (D.Min. and Ph.D.).
Dr. Muirhead is the Lead Faculty and Area Chair for GBAM Business Communications in the graduate department at the University of Phoenix campus in Atlanta, Georgia. He teaches a diversity of undergraduate and graduate level courses in Atlanta and online. He is an Associate Editor for Educational Technology and Society and he has worked as a visiting research fellow to Robert Gordon University, Aberdeen, Scotland.
He may be reached via email at: [email protected]. | <urn:uuid:13014567-cf61-44b5-865f-0c70cc3b5dbf> | CC-MAIN-2024-10 | http://www.itdl.org/Journal/Oct_04/article05.htm | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00692.warc.gz | en | 0.923495 | 2,519 | 2.625 | 3 | 1,089 |
KS1 English SATs: what is tested in the Y2 assessments
The Key Stage 1 SATs cover English and maths and help teachers check and confirm what children have learnt in Y1 and Y2. If you’re worried about your tiny six or seven year old sitting formal examinations, don’t be – your child’s progress is continually assessed throughout the year (that’s how teachers plan lessons and activities) and the Year 2 tests are simply another form of assessment.
To help you understand what your child’s teacher will be looking for we asked KS1 teacher and mum of three Jo Willis to explain what the learning objectives are at the end of Y2 – and to translate them into parent-friendly language!
KS1 SATs reading learning objective
The KS1 SATs reading objective is to read accurately.
Once they’ve learnt to read children need to start reading to learn. By reading different kinds of texts they’ll come into contact with new words, new kinds of sentence construction and new ideas. To read they’ll be using a number of techniques they’ve been taught in Reception and KS1, including:
Prepare your child for KS1 SATs today
- Your guide to KS1 SATs
- KS1 SATs revision course
- 10 KS1 SATs practice papers in English & maths
|Blending sounds in words
|Children learn the correspondence between each letter, or group of letters (grapheme), and the sound (phoneme) it/they make, and use this knowledge, by blending sounds, to read words.
|Breaking words into syllables
|When looking at longer words, children learn to read each syllable separately before combining them to read the word. Clapping the syllables in words can help children to identify them.
|Reading common high frequency words without sounding out
|Common words or high frequency words are the words that children encounter most often in their reading (for example, 'the', 'because', 'about'). They can’t always be ‘sounded out’ and are usually learnt by rote.
|Reading unfamiliar words
|Even confident readers (and adults!) need to read words they don’t know, so encourage your child to sound them out and work out their meaning (or ask for an explanation). To become independent readers children need to tackle new vocabulary with confidence.
KS1 SATs reading comprehension learning objective:
The KS1 SATs reading comprehension objective is to demonstrate a clear understanding of the text.
Once they’ve mastered phonics children can sound out, blend and read even complicated words with ease – but do they understand what they’ve read? To check their reading comprehension your child’s teacher will expect your child to:
|Notice when their reading does not make sense and self correct
|For example, 'He was not very happy though he did not show it' might mistakenly be read as 'He was not very happy through he did not show it' but a child who can self correct would notice their mistake because 'through' would not make sense in the context.
|Respond to and ask questions about the text
|Bedtime stories come into their own here! Reading to your child, even after they’ve learnt to read themselves, offers a great opportunity to discuss their favourite words and phrases and enjoy the effects the text creates together.
|Understand what characters might be like and predict what they might do next, basing their ideas on what they’ve read
|When inferring children learn to 'read between the lines' and gain meaning from what the author is implying, rather than from actual statements. (There’s a great example of this in The Gruffalo’s Child by Julia Donaldson – when the Gruffalo’s child says "I'm not scared!", is that what she really means? What do her words tell us about her character? Ask your child what they think!)
|Give a personal response to the text, discussing their understanding and commenting on how the text makes them think or feel
|This aspect of reading is what actually makes us become life-long readers and lovers of books. Encourage you child to talk about their reading (remembering it is ok not to like a book!). Begin simply, with open-ended questions (Which character did you most relate to? How did the poem make you feel? What did you find out? Did the story end the way you expected it to?), encourage your child to refer back to the text to explain their thinking and remember that often there is no right or wrong response.
KS1 SATs writing composition learning objective
The KS1 SATs writing composition objective is to write for different audiences and purposes.
As children’s reading improves, so does their writing – what they read helps them increase their vocabulary and grammatical knowledge, but also to understand how different texts are structured. To help them write confidently in KS1, children are taught to:
|Plan their ideas before writing
|Spider diagrams or mind maps are effective ways for children to plan their writing. These prompts help children to include all their ideas and to structure their thoughts before writing.
|Make simple additions and revisions to improve their writing
|This is a skill that young children often find quite hard. To help your child try encouraging them to use a coloured pencil to underline any areas where their writing might be improved (for example swapping a word for a more interesting one, adding time connectives like ‘then’ or ‘after’ to improve the flow of their sentences or noticing where a noun phrase could be extended, transforming ‘the dog’ into ‘the small, spotty dog’).
|Proofread their writing to check it makes sense and to check for errors in spelling, grammar and punctuation
|Using the same strategy as above, encourage your child to 'correct' their own writing using a coloured pencil.
KS1 SATs grammar learning objective
The KS1 SATs grammar objective is to use punctuation, verb tenses and coordinated phrases correctly. Children will be given a separate test in spelling, punctuation and grammar.
By the end of KS1 children will be looking at the key features of different types of sentences and are expected to write accurately and correctly. Your child’s teacher will be looking for:
|Correct use of punctuation, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for the contracted forms of words
|The use of expanded noun phrases to describe and specify
|An expanded noun phrase adds detail in a way that means a phrase behaves like a noun. This can sometimes be just a few adjectives ('the big yellow bird'), but usually we would use it to refer to a phrase which expands the noun with a more interesting phrase (for example, 'the big yellow bird which my daughter saw this morning').
|The use of coordinated words or phrases, linked by conjunctions (also known as connectives)
|Find out more about connectives in our guide for parents.
|An understanding of the present and the past tense (and the fact that they need to be used consistently) and the continuous form of verbs in the present and past tense to mark actions in progress (I am eating / I was eating)
|Verb tenses tell us when an action took place(in the past, the present or the future). Our guide for parents explains more about how verb tenses are taught in primary school.
KS1 SATs spelling learning objective
The KS1 SATs spelling objective is for basic spelling to be accurate.
By Y2 most children will be used to learning spellings, preparing for small spelling tests and trying out the Look, Cover, Write and Check method. When assessing their work, the teacher will be looking for:
- Phonetically plausible attempts to spell unfamiliar words – in other words, by hearing the sounds in words and knowing the letters that represents them, most children will try to spell a word.
- Spelling common high frequency words correctly. Sometimes known as ‘tricky words’, high frequency word spellings need to be learnt by heart.
- Correct spelling of words with contracted forms (I’m for I am; mustn’t for must not, etc) and suffixes (play becomes playing, for example).
- The ability to distinguish between homophones, words which sound the same but are spelled differently (one / won; two / too / to, for example).
KS1 SATs handwriting learning objective
The KS1 SATs handwriting objective is legible writing.
Although neatness is important in handwriting, remember that being legible is the key focus and over time children will develop their own handwriting style.
By the end of Y2 children will be forming lower case letters correctly, using some of the diagonal and horizontal strokes needed to join letters, writing capital letters of the correct size and relationship to lower case letters and spacing their words correctly.
For more information about KS1 SATs writing assessments read our guide for parents.
Y2 maths SATs explained
KS1 SATs past papers and practice and revision materials
If you want to look at SATs past papers from previous years, KS1 SATs past papers from 2016 to last year are available to download for free from TheSchoolRun.
TheSchoolRun also offers subscriber-only KS1 SATs 'mock' papers, written by teachers to offer extra practice for the Y2 assessments.
Our KS1 SATs Learning Journey offers 48 worksheets and activities to help your child revise all the Y2 objectives for English and maths the fun way. | <urn:uuid:b16ab4e6-2b88-4199-aaba-5672b9456299> | CC-MAIN-2024-10 | https://www.theschoolrun.com/ks1-english-sats-what-tested-y2-assessments | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00692.warc.gz | en | 0.94302 | 2,027 | 4.28125 | 4 | 1,090 |
ORIGINAL RESEARCH article
Sec. STEM Education
Volume 8 - 2023 | https://doi.org/10.3389/feduc.2023.1138285
Block and unplugged programming can be mutually beneficial: A study of learning activities in a 6th grade class in Norway
- Department of Education, Faculty of Humanities, Social Sciences and Education, UiT The Arctic University of Norway, Tromsø, Norway
In the new Norwegian national curricula, programming and interdisciplinary work have been introduced as two central elements. Furthermore, computational thinking is part of the core elements of the mathematics curriculum. In this paper, we present the findings from a small-scale study within the subjects of mathematics and food and health. The aim was to see if these two subjects could be used as an arena for working with parts of computational thinking, in this case algorithmic thinking and collaboration, and expanding the students’ understanding of what programming can be. We think there is a gap in the research regarding this topic, and therefore we wanted to look into this. The students who took part in the study carried out two lessons, one in each subject. In mathematics, the focus was on block programming, while food and health can be seen as unplugged programming. Our findings are based on feedback from 36 students and observations from the lessons. The main finding is that most of the students could not see a link between programming and food and health. Only seven students expressed something that indicated that they did see a link. Thus, it seems like most of the students could not see similarities between the algorithmic thinking in block programming and recipes in food and health.
In Norway, programming has entered as a central element in the Norwegian national curricula from 2020 (Sevik, 2016). In this article, we present a small study we have carried out together with pre-service teachers. The purpose was to investigate whether students in the 6th grade could recognize parts of computational thinking in two lessons involving block programming and unplugged programming in the subjects mathematics and food and health. Elements of computer science, including programming and computational thinking, have been included in the school curricula in an increasing number of countries in the later years (Nouri et al., 2020). To our knowledge there is done little research on the topic of using the subject food and health as an arena for programming. Therefore, we believe this research could not only be of interest to Norwegian schools, but also a wider audience.
Computational thinking is closely linked to programming and coding (Gjøvik and Torkildsen, 2019), and has been included as a part of the core elements of the mathematics curriculum (Ministry of Education and Research, 2019). Computational thinking can be seen as a thought process that involves creating solutions that can be executed by computers or humans (Bocconi et al., 2018), or involves problem-solving (Ardito et al., 2020). Algorithmic thinking is one of several key concepts within computational thinking (Bocconi et al., 2018), and collaboration is a key component (Ardito et al., 2020). Many of the concepts and approaches within computational thinking can be practiced through unplugged programming (Bell and Vahrenhold, 2018).
By giving different kinds of problems to students, programming can be used to practice collaboration and discussions/reasoning (Sevik, 2016). Furthermore, it is pointed out that students can use their creativity and imagination in the work from idea to action. Interaction, communication and exploring and creating have been highlighted as important competences to be emphasized in the school of the future with the intention of educating future professionals (NOU, 2015: 8). A central element in the new Norwegian core curriculum, that decides the values and principles for primary and secondary education, is interdisciplinary, and one of the goals is that students achieve understanding and see connections across subjects (Ministry of Education and Research, 2017). We wanted to try to combine mathematics and a practical-aesthetic subject, such as food and health, and see if this combination could give some benefits. Food and health was chosen because it is an arena where following instructions is often used, which requires algorithmic thinking. Thus, perhaps one can use block programming in mathematics and unplugged programming in food and health to work on students’ algorithmic thinking and their understanding of what programming can be.
Therefore, our research question was:
In what way can two lessons within the subjects of mathematics and food and health make possibilities in programming visible to the students?
2. Materials and methods
In this project we used two types of programming: block programming and unplugged programming. Block programming can be described as a visual representation of programming code, for instance graphic icons or blocks. These blocks can be put together to form a code or an algorithm (Humble et al., 2019). An algorithm is step-by-step instructions that describe how to do something. Humble et al. (2019) describes unplugged programming as programming without using a computer. Board games and controlling each other with commands or written instructions are some examples of unplugged programming.
Another example of unplugged programming is recipes in food and health. A recipe is an example of an algorithm (Berry, 2014), which tells you step by step what you should do to make the desired dish. As mentioned, algorithmic thinking is a part of computational thinking and it consists of following and explaining step-by-step instructions (Gjøvik and Torkildsen, 2019). Therefore, as recipes can be seen as an algorithm, we think it can be used to practice algorithmic thinking.
Ardito et al. (2020) also includes collaboration as a skill within computational thinking, which can also be an element when several people cook together. Wang et al. (2021) emphasize the importance of collaboration when learning computational thinking. These are some of the similarities that can be found between computational thinking and cooking, which made us think that working in food and health can provide an opportunity to increase students understanding of algorithmic thinking and programming and broaden their view of what programming can entail.
Furthermore, Eidslott (2021) argues that the motivation of students who initially have a greater interest in other subjects than science can be increased by combining learning objectives from several subjects and making programming something practical. Thus, perhaps food and health can be used as an introduction to programming for students who are initially not interested in it.
2.1. Study design
Action research can be seen as a small-scale intervention that combines action and reflection on what has been done (Cohen et al., 2018). Furthermore, in action research, the researcher can take an active role in the studied field (Tiller, 2006). In our project, we wanted the students to experience several aspects of programming. As programming is relatively new in the curriculum, we assumed that the students had a limited image of what programming is or could be. Thus, we wanted the students to make use of computational thinking in other areas than digital programming, in the form of unplugged programming. An action research process consists of planning, implementation and evaluation of a scheme, preferably in several rounds (Carr and Kemmis, 1986). In our project, we only carried out the lessons in one round. The reason for this is presented under descriptions of the lessons.
Two sixth grade school classes from a regular city school participated in the project. Both classes consisted of 22 students, therefore the total amount of students which participated were 44. Of these students, 36 gave feedback. A small sample size fits with action research. At the same time, it will not be possible for us to generalize the results from this project beyond the project’s participants, but hopefully we can draw some inferences from it.
The project consists of two lessons, one within food and health and one in mathematics, where the students participate in both. Both lessons were planned by pre-service teachers in collaboration with university lecturers and were carried out by the pre-service teachers.
To prevent the size of the student groups to be too large, we chose to carry out the project over 2 days where one class visited us at the university each day. Furthermore, each class was divided into two groups. One group started with mathematics, while the other one started with food and health. Halfway through the day the two groups switched places. As this was on consecutive days, we were not able to evaluate and plan and make any major changes from 1 day to the next, which is one of the main ideas of action research. In addition, we did not make any changes on the overall structure of the implementation of the lessons because we wanted the students to have the same experiences so that they had a common starting point for any conversations that took place at a later stage. Furthermore, as all the students did more or less the same, we got a larger number of responses that can give us an indication on the study rather than doing two separate run-troughs and getting half the responses on each.
Below follows a description of the two lessons.
A competence aim after year five in mathematics is student “is expected to be able to create and programme algorithms with the use of variables, conditions and loops” (Ministry of Education and Research, 2019, p. 9). Before the study the students have followed the curriculum for a year and should be familiar with this competence aim and it was plausible that they needed some of the same competence in this lesson. We chose to use block programming, including micro:bit and Bit:Bot, as the students already had some familiarity with this. The students were divided into groups of two or three students in each group, where each group had a micro:bit and Bit:Bot. The groups were given two to three tasks to solve, depending on how quickly they solved the first two tasks. The first task was to get the Bit:Bot to drive one meter forward, turn around 180° and drive back to start. This task gives the students information about how the Bit:Bot moves. For example, how many milliseconds it takes to drive one meter or turn around at the selected percentage of maximum speed. The students could use this information in the next task, which consisted of making the Bit:Bot to drive around a track. The track contained five straight stretches with two 90° turns and two 45° turns. The groups that finished driving the track, could try to make a traffic light. The traffic light consisted of a red, a yellow and a green LED. The traffic light had to be programmed to change to a new colour every 2 s. The tasks were taken from: https://www.vitensenter.no/superbit/elev/superbit-ogsätning/.
2.3.2. Food and health
The students were divided into four groups of three or four students and in the first session the students were organized into groups with the same recipe, while in the second session each group had four different recipes. For the first group, the recipes consisted of counting, brushing, washing and boiling potatoes, preparing trout and butter sauce, making raw carrot salad with dressing and dessert Greek yogurt with strawberries and toasted oatmeal. The other group had to make fish gratin from scratch, with raw carrot salad and potatoes. For dessert the students made fruit salad. In addition, the groups had pre- and post-work in connection the making of the food, such as preparation and cleaning afterward. The unplugged programming consisted of understanding and following the given recipes and working together in groups. Throughout the process, pre-service teachers were available to give guidance to the students on “decoding” the recipes.
2.4. Data collection
To answer the research question, we collected data through observation and a questionnaire. A questionnaire consists of written questions requiring written responses (Kemmis et al., 2014).
The day after the students had participated in the lessons, they answered the questionnaire together with their teacher at their own school. It was voluntary for the students to answer the questionnaire and it was anonymous. We had no way of finding out which students had answered what because it was anonymous and we were not present when they answered the questionnaire. The questionnaire consisted of three open ended questions that they had to answer. Open-ended questions is useful for research on a smaller scale (Cohen et al., 2018). The questions we asked were:
• Describe the programming you did at UiT.
• Describe how you experienced programming in mathematics.
• Describe how you experienced the programming in food and health.
With the first question, we wanted to get the students’ overall picture of the day (both lessons). Next, we wanted the students to describe the programming within the two lessons. Open-ended questions could provide answers which might not otherwise have been possible in a questionnaire, and allow the respondents to answer in their own words (Cohen et al., 2018). Therefore, we chose to have open-ended questions where the students had to describe what they did because we wanted to get their own thoughts. At the same time, we did not know what the students would answer. If we had closed questions, possibly with answer categories, we could perhaps get answers to exactly what we wanted. On the other hand, we did not want to steer the students toward any answers. We chose to use the term programming which the students have heard about before, and we did not know whether the students were familiar with what computational thinking was or some of the concepts or components of computational thinking.
As the pre-service teachers had the main responsibility for the implementation of the lessons, we made our observations as non-participants. As there was only one student teacher at the mathematics lesson, the one of us who were there occasionally had to help some groups of students to progress in their work. We chose to make use of unstructured observation, as we wanted to have the opportunity to write down interesting events we captured. During the lessons we observed and subsequently wrote what we observed after the lessons.
2.5. Data analysis
In the planning phase, we had expectations that the pupils would most likely not see the connection between block and analog programming on the basis that LK20 had only been in use for two and these were pupils in the 6th grade. Before the analysis process started, all the student answers were imported into an excel-document, and each question was placed on a separate sheet in this document. This allowed us to analyse one question at a time, while at the same time we had an overview of what each student had answered on every question. The analysis process of qualitative data is often inductive (Cohen et al., 2018). Thus, we started the analysis without predefined categories.
We used thematic analysis following the phases of Braun and Clarke (2006). To familiarize ourselves with the data we read through the answers from the students several times and noting down ideas, patterns and interesting answers. In the second phase we identified initial codes in the responses. Third, we gathered similar codes into larger categories. For questions two and three, answers could often contain more than one code and could fit in more than one category. Fourth we reviewed the categories that had emerged to see if anything had been left out or if it was natural to combine some of them. To get a better overview of the data, all categories that we experienced as consistent was noted in the excel-document which made it possible for us to count and categorize the qualitative answers. Fifth, we settled on names for the categories.
After we had finished the thematic analysis of the questionnaire we discussed the categories against our observations. Through the observation, we had more control over what we saw, but we did not have that in the students’ feedback and in that way we experienced that they gave information about each other. This repeated and multi-sided systematization can have an impact on reliability. The results of the analysis were in line with our expectations.
In this section, we will present the parts of the data material that can shed light on the problem. In other words, not everything the students have answered will be presented here. Because the students answered the questions in Norwegian, the responses presented here is our translation from Norwegian to English of what the students have answered.
3.1. Students did not recognize programming in food and health
It seems that there is a clear difference to what extent the students think programming was involved in the two lessons. After the completion of these two lessons, it may appear that the students did not link programming to the lesson that was carried out in food and health. On question one where the students were asked to describe the programming, they did on the day they were at the university campus, food and health were only mentioned in four out of 36 answers. In contrast, 34 out of 36 of the answers can be directly linked to the lesson that was carried out in mathematics. In these answers, students wrote that they programmed a Bit:Bot, a car or a robot.
Below are the four answers that mentioned the lesson in food and health.
• “I programmed and cooked. In the programming we programmed Bit:Bots to follow a line and drive one meter forward, turn and go back one meter.”
• “We programmed a robot to drive one meter back and forth, we also made it drive on a track and we also made a mini traffic light. We also made fish gratin and fruit salad in food and health.”
• “It was fun, but a bit challenging sometimes, for example with the traffic lights. But everything was a lot of fun, both food and programming.”
• “First, I had food and health in the kitchen, and after that I had programming. We programmed the car to go one meter back and forth.”
If you look at these responses, the lesson in food and health are not linked to programming. The students just answered that they cooked or made food. From these four responses it seems like the students think they programmed in one lesson and made food in the other. Furthermore, food and health were never mentioned alone in these answers, but programming in mathematics was also mentioned.
3.2. Some programming in food and health nonetheless
It seems like seven of the students were, nonetheless, able to see the connection between programming and the recipe they used in food and health on the question “Describe how you experienced the programming in food and health.” In two of these answers, the students clearly state a connection between the two lessons that were carried out. If seven students could see a connection, this means that 29 students gave answers that did not give any indication that they saw a connection between programming and the lesson in food and health.
In Table 1, there is an overview of all the categories on this question where we believe that we can see answers that can be related to programming in one way or another. It is worth adding that none of the students who mentioned food and health in the first question answered anything that could be linked to programming to this question.
Table 1. Categories that can be connected to programming on the question: “Describe how you experienced the programming in food and health”.
The most obvious link to programming can be found in the category Description of roles. In the answers in this category, the students have linked the lesson in mathematics together with the lesson in food and health by seeing the similarity between themselves in the kitchen and the car/Bit:Bot. Below are the two answers that ended up in this category.
• “I’m kind of the micro:bit and the recipe is the MAKER.”
• “The recipe was what we had to follow and it’s a bit like the car as well because in a way it gets a recipe.”
As you can see from the first response above, the student draws a direct link between itself in food and health and the micro:bit (which is in the Bit:Bot), and the recipe and the person who programs the Bit:Bot. We can see the same in the second response, where the student wrote that in the same way that student followed the recipe in food and health, the Bit:Bot also follows a recipe that determines what it will do.
The category Recipe contains the answers that, in one way or another, mentions recipe or part of a recipe. In five of the six answers in this category, it seems like the students have realized that it is the recipe in food and health that can be the link to programming. Below are all the answers in this category.
• “I think that it is that we are reading a recipe.”
• “The recipe.”
• “The recipe! It was actually easy since we didn’t use the recipe, since we were told what to do.”
• “I experienced programming in the recipe.”
• “I followed a line of code most of the time. I let the potatoes cook for 40 and occasionally look at them.”
• “I don’t know, I just did what was written on the recipe.”
It varies how certain the students seem to be about whether the recipe can be programming or not. For example, the first answer shows that the student is somewhat unsure about this, while others seem more certain. In the fifth answer, the word recipe is not mentioned like the other answers. Here it can seem like the student connects lines of code to the description of how to cook the potatoes. As mentioned earlier, a recipe is step-by-step instructions, and this can be compared to lines of code in an algorithm. This can thus be interpreted as the student linking the recipe in food and health to lines of code and algorithms in programming. Although the recipe is mentioned in the sixth answer, the student expressed that they did not know and just followed the recipe. Thus, it can be interpreted that this student does not see the programming in the recipe.
All answers where the word programming has been mentioned has ended up in the category Mentions the word programming. In these responses, the students answered that the programming in food and health was fun or good. Thus, it is not easy to say whether they have seen what the programming can be in food and health. It is worth mentioning that in addition to the categories shown in Table 1, there were also six students who answered: “I don’t know” or “I do not understand the question.”
3.3. Other interesting categories
Table 2 shows two of the categories that cannot be directly linked to programming, but which nevertheless can be interesting. These categories are Fun and Collaboration. In the fun category, 25 out of 36 students answered that they thought the mathematics lesson was fun. Correspondingly, 16 of the students wrote that the lesson in food and health was fun.
Table 2. Number of responses in two categories that cannot be directly linked to programming to the questions that asked how students experienced the programming in mathematics and food and health.
A total of seven of the responses about the experience of programming in food and health have ended up in the collaboration category, six of these refer to a functioning collaboration and one case where the collaboration has not worked. These answers describes whether the group members worked well as a team and whether everyone did their part of the work. On the question of the experience of programming in mathematics, two answers can be categorized as the collaboration worked well and three where the collaboration has not worked. Here, too, the answers focus on whether each group member had done their part of the job or not.
Here we will present some of the things which we observed that can be related to our research question.
In food and health, we saw that the pre-service teachers were active tutors in reading and following the recipes. In the event of a lack of description or ambiguities in the recipe, the pre-service teachers supported the students in their process. An example of this is in the procedure for white sauce, one instruction is: “Melt butter in a large saucepan.” The student opened the kitchen cupboard and wondered which pot was big enough and took out the largest pot, whereupon a pre-service teachers guided the student to take a smaller one and which the pre-service teacher considered suitable for the amount of sauce that was going to be made. In food and health, it was also observed that the pre-service teachers did not tell the students they were doing unplugged programming.
The observations of very happy students who worked as if they were highly motivated were very prominent both in mathematics and in food and health. It felt as if the students found the assignments meaningful. Despite much joy, two individual students were observed in food and health who did not participate in the work and one student who finished early with his part of the work and did not help the rest of the group. In mathematics, certain groups or group members were also observed who occasionally opted out and did not participate in the lesson. In one of the cases, it seemed like the group just needed some guidance on how to think in order to figure out how to get the Bit:Bot to follow the track and how to work together.
In mathematics, it was observed that the majority of the groups largely used trial and error as a way of working to solve the tasks. The students made some changes to their code and then tested the Bit:Bot on the track.
The purpose of this study was to investigate whether two lessons in the subjects mathematics and food and health could highlight possibilities in programming for the students. In particular, whether the students recognized the programming in both subjects.
4.1. Transfer of learning
Our main finding was that none of the students answers to the first question could be linked directly to programming in food and health. This is further supported by the fact that the majority could not clarify what the programming was in question three either, and six students answered that they did not know or understand this question. This may indicate that the majority of the students did not see the connection between programming and food and health.
Zhuang et al. (2020) defines transfer of learning as the result of generalization of experiences. If a person generalizes his experiences, it is possible that he can transfer knowledge from one situation to another. An advantage of transfer of learning between two areas is that it can strengthen learning in the new area you are studying. A prerequisite for transfer of learning is that there must be a link between the two learning activities (Zhuang et al., 2020). The fact that most of the students were unable to see the connection between the lessons may indicate that they were unable to generalize their experiences. One can speculate whether it could be because the students may think of programming as a separate area and not linked to other subjects, and thus they did not see the link between block programming and unplugged programming in food and health. In addition, maybe the students did not consider reading recipes in food and health to be the same as reading algorithms in programming. In food and health, the pre-service teachers filled in gaps in the recipe so that the students succeeded in the process, or as one student wrote that they did not need the recipe as they were told what to do. In contrast, a Bit:Bot will follow the algorithm and steps exactly as the students have set it up, and if something is wrong or missing, compared to the students’ intention, the Bit:Bot will not do what the students want.
In contrast, 34 out of 36 answers could be connected to the lesson that was carried out in mathematics. Thus, it can appear that students largely associate programming with block programming, and not unplugged programming. In light of the intention of the school of the future to facilitate students to develop problem-solving skills and critical assessment skills (NOU, 2015: 8), it may appear that students did not automatically express competence in computational thinking. However, we cannot rule out that students are aware of how they think (Ways of Thinking) and work (Ways of Working), which tools they use (Tools for Working) in relation to the world they live in (Living in the World) (Binkley et al., 2012) in this case in mathematics or food and health.
One of the reasons why the majority of students may not connect programming and lesson in food and health may be that the term unplugged programming was not used in food and health, at least not that we could observe. We chose not to use the term unplugged programming to avoid influencing the results and we wanted to see if the students themselves would make the connection, this in line with the criticism of action research that the researcher can influence the action. If the term was more actively used, it is conceivable that the result could change, but at the same time we would not have given the students opportunity to discover the connection themselves.
When the students were asked directly about programming in food and health, there were seven who expressed in writing what programming could be. Here, connections were made between algorithm and recipe, and some students saw the similarity between themselves and Bit:Bot. Thus, it may appear that some students nevertheless managed to generalize their experiences so that they saw the connections that we hoped to find in the project, and maybe would be able to transfer some of their knowledge from one situation to the other. The fact that there are only seven students who saw the connection does not necessarily mean that the other students cannot make use of the knowledge they acquired in both block and unplugged programming.
4.2. Programming as an approach to learning
A prominent research result was that 25 out of 36 students experienced programming in mathematics as fun. Our interpretation of fun can show that this arrangement in programming made the students more active participants. According to Jordet (2020), school today is still characterized by students sitting on their chairs doing theoretical work. A more practical school is in line with Dewey’s (1915) “Learning by doing,” and the importance of stimulating the senses and use the body while learning. In our project the students did not sit still but were in motion. In the kitchen, they used their bodies and senses to prepare the food, while they had to walk between the table they were working on and the track the Bit:Bot was driving on. This can be linked to the intention in “embodied cognition” where the body is in interaction with the brain and the world around (Shapiro, 2019) and to bodily learning which in the OECD report is highlighted as important in pedagogy (Paniagua and Istance, 2018). Embodied cognition can take place in both the digital and the analog space (Østern and Knudsen, 2021) and can be summarized through Vygotskij et al. (1978) socio-cultural perspective where all intellectual development is based on social activity. Based on this, programming can be a learning arena, where the students work together with other students and the pre-service teachers where knowledge is exchanged and contributes to the tasks being solved. Vygotskij et al. (1978) calls it the zone of proximal development where a student can solve problems under guidance or in collaborations with more capable peers. The pedagogical challenge lies in making use of the zone by providing help and support, so that next time the students can manage to do the task on their own.
In both lessons, we hoped to challenge the students to try both unplugged and digital tasks that they had not done before. We tried to arrange for the students to experience two sides of programming and which could hopefully clarify programming and algorithmic thinking. The students explored together with the guidance and encouragement of fellow students and pre-service teachers. We experienced that this created a positive feeling of mastery among most of the students, which may be due to the fact that it was an informal learning situation where students and pre-service teachers developed good relationships with each other. Bruner et al. (1997) emphasizes that human learning is an interactive process where people learn from each other. Jordet (2020) summarizes that “Recognition is, in other words, the most central psychosocial prerequisite for children’s academic and social learning at school, for the development of good self-esteem and for good mental health,” and highlights three forms of mutual recognition; love, justice and social values where the sum is included in and helps to shape the self-worth or identity of a person. Through the programming lessons where everyone was active in one way or another, an opportunity was created for the pre-service teachers to meet the students with friendly eyes, interest and support and in that way could help to form the student’s self-esteem. The students could contribute through their rights and duties and in that way strengthen their self-respect (Jordet, 2020). However, it was observed that some students did not make use of their rights or that the task was too small in relation to the student’s capacity to perform his duty. The reason for this may be poor planning of work tasks or supervision of the pre-service teachers. This could prevent the students from showing their skills and competence in a social community and thus may not get recognition (Jordet, 2020). The social interaction may be related to that.
Eidslott (2021) writes that programming is more than just writing codes. He thinks that it is more about that the students, through their creativity and ability to collaborate, can be able to solve problems by getting an overview of the problem and are able to divide it up to smaller problems or tasks, and arrive at a solution through trial and error. Shute et al. (2017) also highlight that collaboration and problem-solving skills such as trial and error as elements of computational thinking. In conjunction with Eidslott’s (2021) point that students can use their ability to cooperate to solve challenges, there were six students who described a functioning collaboration in food and health and only one who experienced a malfunctioning collaboration. In mathematics, only two mentioned that the collaboration was good, while there were three who chose to point out that it was bad. As the answers largely focused on the distribution of work in the groups, it may be that the students fulfilled their duty in the collaboration to varying degrees. Of course, we cannot rule out that, in the groups that did not work, there may be other reasons why the collaboration did not work, such as a lack of skills.
In the lesson in mathematics, the most used method of working was trial and error. The students constantly made small adjustments to their code, followed by testing if the Bit:Bot did as they wanted. In contrast, trial and error can result in an undesirable result in food and health. It is always possible to use trial and error in food and health too, but it is not sustainable to throw away ingredients or food due to experimentation in terms of the UN’s Sustainable Development Goals (United Nations, 2021), especially goal number 12 about ensuring sustainable consumption and production patterns.
4.3. The connection between unplugged and block programming
There were 34 students that related programming to the lesson in mathematics and only a few to the lesson in food and health. There can be many reasons for this. Firstly, maybe the students did not know how to answer. secondly, it may be due to the students’ prior knowledge, they could possibly have encountered digital programming both inside and outside of school. It is not necessarily that they relate programming to mathematics either, but as an independent activity. Based on our understanding that the students acquired different skills through programming, it seems like they did not see the connection between block and unplugged programming. Dewey (1938) and Vygotskij et al. (1978) are known for their philosophy that learning takes place through words. Dewey (1938) sees it in the context of doing, experiencing and reflecting. The students’ exploration takes place based on what they already know. They have previously had a visit from The Science Centre of Northern Norway which focused on programming, and perhaps some of the students have done some programming in their spare time. They could share experiences with and understanding of programming with the others in the group. This is in line with the intention of the school of the future to educate workers for the future, and that students should acquire competence in learning, communicating, interacting and participating in addition to exploring and creating (NOU, 2015: 8).
One of the goals in the national core curriculum is to find a solution to issues by using approaches from various subjects through interdisciplinary work (Ministry of Education and Research, 2017). Initially, our intention was to create an interdisciplinary collaboration between mathematics and food and health, in order to fulfill this part of the core curriculum where interdisciplinary is emphasized. On the other hand, this project probably cannot be called interdisciplinary, as the two lessons are carried out in parallel and are not closely connected. We planned to have a common theme of programming, but the lessons could have been carried out individually since they do not build on each other. On the other hand, the project may perhaps fall under the concept of multidisciplinary as it’s called by Drake and Reid (2020). In both lessons, students work with programming and computational thinking, where mathematics and food and health illuminate this from their respective viewpoints, and the subjects are coordinated, but are carried out separately.
In our project, we carried out two lessons with unplugged and block programming in the subjects of mathematics and food and health, where we looked at whether these can contribute to developing computational thinking in students in the 6th grade and whether the students could see the connection between the lessons. As we have a limited sample, we cannot say anything that applies in general, but for the students we have, we can summarize that it may appear that most of the students did not see the link between programming and the lesson in food and health/unplugged programming. But we cannot know for sure whether the students can use computational thinking in areas other than digital programming. The same applies to other possibilities in programming. The students may have acquired skills in, for example, collaboration, communication and problem solving.
This is a small study, almost a pilot, we think the article is relevant for a larger audience because, based on our knowledge, there has not been much research into programming where there is a combination of practical-aesthetic subjects, such as food and health, and mathematics. There are a few reasons why we think this study may be relevant to others. This article may help to make accessible and clarify what programming can be, and perhaps motivate others to work with programming in several arenas and angles. One of the approaches could be to work with in-depth learning through multidisciplinary and different activities. This is an example of a multidisciplinary scheme that can perhaps be developed into an interdisciplinary one. It can show how to strengthen the natural bond between food and health as a practical aesthetic subject and mathematics as a science subject. Perhaps an opportunity can be created for practical aesthetic subjects and science subjects to develop familiarity, understanding and respect for the special nature of the subjects–content and working methods.
If we look a little ahead, we have made a couple of thoughts about what we think might be interesting for us to work on later. One possibility is to further develop our lessons so that it becomes more interdisciplinary, or at least so that the lessons in the two subjects are more closely linked. Hopefully, it can make the programming in food and health more apparent to the students. One way to do this could be for students to a greater extent “code” more themselves in food and health. It could, for example, be that they do some research in order to make their own recipes with precise instructions, such as in an algorithm.
Another possibility is to do something similar again in a few years. As the new mathematics curriculum was introduced in the autumn of 2020 and the students have had a lot of home schooling during the corona pandemic, the students in this study have had limited programming lessons. In a few years, students will have had more programming in the mathematics education and perhaps in several subjects. Thus, it can be interesting to compare the results to, among other things, see if there are changes in the students’ approach to programming.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements.
Both authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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Keywords: computational thinking, unplugged programming, block programming, mathematics, food and health
Citation: Heim G and Wang OJ (2023) Block and unplugged programming can be mutually beneficial: A study of learning activities in a 6th grade class in Norway. Front. Educ. 8:1138285. doi: 10.3389/feduc.2023.1138285
Received: 05 January 2023; Accepted: 28 March 2023;
Published: 17 April 2023.
Edited by:Karen Blackmore, University of Worcester, United Kingdom
Reviewed by:Cucuk W. Budiyanto, Sebelas Maret University, Indonesia
Aris Budianto, Sebelas Maret University, Indonesia
Rosihan Ari Yuana, Sebelas Maret University, Indonesia
Copyright © 2023 Heim and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Greta Heim, [email protected]
†These authors have contributed equally to this work | <urn:uuid:e4c300f7-6d4c-4b08-aa00-71186413dbb4> | CC-MAIN-2024-10 | https://www.frontiersin.org/articles/10.3389/feduc.2023.1138285/full | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473524.88/warc/CC-MAIN-20240221170215-20240221200215-00792.warc.gz | en | 0.969564 | 9,611 | 3.3125 | 3 | 1,091 |
I recently came across a flier in an old backpack of my daughter’s: Wanted: Committee Chairs for this Spring’s Cinco de Mayo All School Celebration. It was replete with cultural props, including a sombrero, cactus tree, donkey, taco, maracas, and chili peppers. Seeing this again brought back the moment when, years earlier, my daughter had handed the flier to me: The local elementary school’s PTSA, in an attempt to provide a “multicultural experience” for students and families, was sponsoring a “Mexican-American” event. But, since there were no Chicana/o students, parents, or staff members in the school community (as far as I knew), it seemed that the PTSA was likely to get it wrong. I was concerned.
After making some inquiries, I was told the school wanted to celebrate El Cinco de Mayo because it was Mexico’s Independence Day. However, El Cinco de Mayo is actually Battle of Puebla Day, commemorating the defeat of Napoleon III in 1862. Mexico’s Independence Day is September 16. Concerned that the stereotypes associated with Chicana/os, such as fast-food items, piñatas, sombreros, and serapes would be central to the event, I wrote the school, asking if they might consider canceling the event. They didn’t, and I was correct.
El Cinco de Mayo is celebrated in the US more than in Mexico, where these celebrations are common only in the state of Puebla, about 100 miles east of Mexico City. Naval forces from England, Spain and France had traveled to Mexico to collect on various financial debts. While England and Spain quickly settled their conflicts and left, France—assuming an easy victory and the establishment of a French colony in Mexico—stayed to fight. On May 5, 1862, the poorly armed and greatly outnumbered Mexican army rousted the occupying French forces. Although there is limited recognition of this holiday throughout Mexico, the Battle of Puebla remains a source of pride.
During the 1960s, civil rights protests and other activities were strengthening cultural ties between Mexicans, Mexican Americans and Chicana/os. More than 100 years after the Battle of Puebla, El Cinco de Mayo was embraced as a new US-Mexican holiday.
The food and liquor industry quickly commercialized the holiday, and in the US, El Cinco de Mayo has become an excuse for Corona and Dos Equis beer companies to improve their market share. Bars offer half-price margaritas and Tex-Mex fast-food chains see an increase in sales while sombreros and piñatas fly off the shelves of big-box party supply stores. Chicana/o youth are exposed to strong alcohol marketing campaigns with damaging stereotypes. Some groups have resisted, sponsoring El Cinco de Mayo con Orgullo (El Cinco de Mayo with Pride) celebrations. These alcohol-free events focus on heritage and empowerment rather than on Mexican hat dances and drinking games.
Cartoon Characters and Other Stereotypes
The PTSA sent a Cinco de Mayo flier home asking for parent help with the celebration: Wanted to borrow: coloring books, and kids’ picture books with a Mexican/Latin American theme. Some books to look for might be ones with characters Speedy Gonzalez, Yosemite Sam, Road Runner, etc. I learned they wanted the books to put on overhead projectors so they could trace the images on wide butcher paper, have the students color in these images, and tape the “El Cinco de Mayo murals” to the walls of the school’s main entrance.
I spoke with a school administrator about Speedy Gonzalez, the Warner Brothers’ Looney Tunes cartoon mouse. I recalled the phrases he often spoke, mostly “¡andale!” and “¡arriba!” Speedy, the “fastest mouse in Mexico,” played tricks on Sylvester the Cat, getting him to eat large quantities of hot sauce. He referred to the cat as “El Gringo Pussygato.” Speedy’s cousin, the gun-carrying Slowpoke Rodriguez, was the “slowest mouse in Mexico.” Slowpoke and Speedy’s other cousins were shiftless and lazy and frequently appeared inebriated. I questioned these “Mexican themes” and I also questioned others on the list, such as Yosemite Sam, the large mustachioed gun-toting prospector in Bugs Bunny cartoons and the Roadrunner of Wile E. Coyote fame. The administrator told me that these two characters “lived in the desert” and that “Mexican Americans live in the desert.” Although I documented the fact that more than 90% of Chicana/os live in cities and towns, the celebration proceeded as planned.
The week before the event, I received a phone call from the PTSA coordinator, who wanted my help: She wanted to know if I knew anyone who could “do the Mexican hat dance.” I’m not kidding. No. I did not.
Chicana/o Students React
When I shared this story a few years later in my teacher education course, Rosa, a student who came from Mexico, asked why her culture was portrayed this way in the US media and in schools. She was surprised at how El Cinco de Mayo was represented as a drinking holiday, and disturbed that schools reinforced stereotypes about Mexicans. In the discussion that ensued, the other students asked many questions of Rosa. Of course, I wanted to make clear that one person could not represent an entire culture, but I was eager to see where this conversation might lead.
The students were astonished that Rosa didn’t know what a burrito was. After researching “burritos,” they found that the typical large, overstuffed, high-calorie burrito, including the breakfast burrito, is a US creation and the smaller meat and vegetable burritos are popular in northern Mexico. Rosa is from Mexico City, in central Mexico—not a place where burritos are eaten. One of my colleagues, who is from Puerto Rico, suggested I tell my students that, “food stereotypes are a big deal. I can’t tell you how many times I have been asked if I miss tacos from home. We do not eat tacos!”
Rosa said she did not encounter piñatas at parties she attended. They are rare and typically not in the shape of donkeys, she said. In the 16th Century, Catholic missionaries had piñatas as part of a conversion process for Lent; they were either seven- or nine-point stars or heavily decorated clay pots. The vessels were filled with trinkets, food, or jewelry and represented the seven deadly sins.
Rosa said she did not wear white dresses with red flowers across the bodice, similar to what tourists buy from street vendors. Rather, she wore the same clothing and probably had similar academic and social experiences as my other students. Rosa told my students that Mexico has a tremendous diversity of languages, dialects, cultures, and politics, as well as rural and urban differences. She also pointed out that Mexican-American cultures have the same complexities.
Rosa asked if anyone had been to a Día de los Muertos celebration. Everyone who had taken a high school Spanish language course had done so; yet, aside from sugar skulls, altars, and “something about death,” no one could describe the event. Rosa said that Día de los Muertos is a day to honor friends and family members who have died. Stories are told, grievances settled, and music is performed in homes or cemeteries, depending on the region and the families’ traditions.
Rosa said that the “Spanish class” celebrations offer little more than a party. Without being tied to cultural norms and practices, this event loses its deep meaning and perpetuates the idea that Chicana/os are exotic, strange, and party in cemeteries.
Alberto, an older Chicano student, added his thoughts: “I don’t know how to do the Mexican hat dance,” he said. “No one in my family does the Mexican hat dance. Why does everybody want us to do the Mexican hat dance?”
Coming from a farm labor family, Alberto knew firsthand the issues of unfair and dangerous labor practices. He supported the United Farm Workers and had invited César Chávez to campus in 1993 to speak about the national table grape boycott. He knew that many people in the US were more familiar with Speedy Gonzales than with César Chávez or UFW co-founder Dolores Huerta.
Designing an Anti-Oppression Curriculum
As a class project, I asked my teacher education students to define the difference between the tourist approach to multicultural education and a genuine anti-oppression approach. I assigned a variety of articles on the salient differences. The students designed two curriculum plans on Chicana/o issues that illustrated the different approaches, including learning objectives and course outlines. First, they created a weeklong curriculum that incorporated stereotypic characterizations of Chicana/o culture and history, emphasizing dance, food, and festivals; and designed fliers with cultural props for a hypothetical school celebration. In a follow-up discussion, students realized that this approach felt familiar—it was the easy approach to multicultural education taken by many schools.
The anti-oppression curriculum included Chicana/o speakers discussing issues of discrimination they had faced, as well as research papers using the UFW website and other online resources. Films such as “Walkout,” about the 1968 student demonstrations for better schools in Los Angeles, were included.
As a capstone experience, I asked students to examine textbooks, workbooks, and children’s picture books for stereotypical Chicana/o images. They wrote to various media, citing these false characterizations, and including suggestions for improvement. The students also wrote to the publishers that had produced these materials and received responses from some authors and editors, who said they were committed to making changes in future editions.
Some students looked at current and past marketing techniques of fast-food restaurants—such as Taco Bell’s Chihuahua demanding more tacos—(!Yo quiero Taco Bell!) and Taco John’s “Whiplash,” the sombrero-wearing monkey—and wrote to these companies. They also wrote to Oriental Trading, a mail-order catalog that offers more than 100 items for Mexican “fiestas.” A photograph in the catalog features a man in a serape holding a gun. Some students also visited Halloween supply stores to examine costumes. The class “favorite” was the “Sexy Shooter,” a sombrero wearing, scantily clad barmaid. The investigative possibilities for students are endless: A flier for a Spanish language class on my campus currently hangs in several hallways in my building. Images of Chicana/o stereotypes create the border for the flier.
Attempting to Get It Right
As anti-oppression multicultural education becomes better defined, we will be more successful in changing our students’ lives. We need more contemporary and complex portrayals of cultures, and one way to assure this is to include people from these cultures in leadership roles on planning committees. And cultural events should take place only in conjunction with a strong, authentic, school-wide curriculum that addresses issues of discrimination and school change. Through sensitive questions, research, community involvement, friendship—and humility—teachers, administrators, and parents can get it right.
Another version of this essay first appeared on the Zinn Education Project’s website (zinnedproject.org). We thank the Zinn Education Project for permission.
Note from the Moderator, May 7, 2013:
El Cinco de Mayo has just passed, and the Internet is awash with “lolcats.” Wikipedia tells me that “lolcats” are images that combine photos of cats with text intended to contribute humor. It comes from “lol,” which, I’m told, means “laugh out loud,” and “cats.” In this case, the alleged “humor” comes from dressing cats in sombreros and substituting “meow” for “mayo.” This “lolcat” was used ad nauseum on posters advertising animal shelter “cinco de meow” adoption days. There were also “lolcats” pairing “cinco de meow” cats with, of course, José Cuervo; and, in one case, confusing El Cinco de Mayo with El Día de la Raza. Racist, not funny. | <urn:uuid:2f74e620-aadc-4da3-877f-a58f71d358c8> | CC-MAIN-2024-10 | https://decoloresreviews.blogspot.com/2013/05/rethinking-el-cinco-de-mayo.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00792.warc.gz | en | 0.965798 | 2,729 | 2.984375 | 3 | 1,092 |
Backward design is a process that instructional designers use to build learning experiences around specific learning goals. It flips traditional training design on its head in just 3 steps. But backward design can be a hard sell in the boardroom.
Let's be honest. Your CEO has probably never heard of backward design. And even if she has heard of it, she probably has some tough questions about how an instructional design framework commonly used in schools and colleges is going to help her build a more profitable company, or upskill her workforce.
In the face of these kind of doubts about using backward design in the workplace, you might be tempted to give in to top-down training requests built around content, not learner needs.
But you'd be wrong to abandon backward design at work. Backward design is a valid and effective way to design corporate learning experiences because it:
- Increases buy-in and attendance among busy adult learners thanks to its learner-centric (not instructor-centric) structure
- Allows you to solve specific performance problems that impact a business's bottomline
- Increases training efficiency by removing superfluous learning material, giving people time back to focus on their jobs
Despite these benefits to backward design, implementing the framework in corporate trainings is not without its challenges. Here's how you can avoid content-first training requests, align backward design with business outcomes, and get stakeholder buy-in.
Backward Design: Explained
Backward design is a 3-step instructional design framework. The framework requires learning designers to set learner goals, or outcomes, before choosing instructional methods and forms of assessment. Backward design contrasts with traditional 'forward design' approaches, in which learning designers start by thinking about content and structure, before trying to align them with learning goals.
Educators Grant Wiggins and Jay McTighe pioneered the framework in their 1990s book Understanding by Design. They hoped the framework would help learning designers create focused, organized learning experiences built around what learners need to learn, and how to prove they'd learned it. Listen to Grant Wiggins himself explain the concept in this YouTube video.
If the backward design process reminds you of ADDIE, you're not wrong. At Eduflow, we think that backward design is a universal sub-process that can boost the effectiveness of ADDIE's design phase in just 3 steps.
Step 1: Identify desired results
In step 1, learning designers identify the learning goals of the training. You can do this by asking yourself a few questions, suggest Wiggins and McTighe:
- What knowledge and/or skills should learners master?
- What big ideas should learners take away from the training?
- What secondary information should learners be familiar with?
- What new skills will learners have to perform effectively to reach the learning goals?
In a corporate setting, an example relevant learning goal might be: "By the end of the course/module/event, the manager will be able to facilitate a performance review with an employee."
Relevant skills might be things like giving candid feedback, and you may want learners to understand big ideas around performance management best practices.
Step 2: Determine acceptable evidence
How will you know if your learners have successfully learned the right information and skills? Step 2 of backward design aims to help you figure that out. In this step, you think about which assessment methods you can use to prove your learners have learned something.
Continuing with our learning goal of teaching managers to run performance reviews, you might set an observation/dialogue assessment in which you ask the manager to apply a performance management framework to a given scenario.
Step 3: Plan learning experiences and instruction
In the final step of backward design, you consider how to convey the information that will enable learners to achieve learning goals. There are a few questions that will help you define content, structure, and activities in your training:
- What will I need to teach the learners so that they can achieve the learning objectives?
- Which formats would be the most appropriate for teaching the learning material?
- What should the learning journey look like?
In our performance management example, you might create a video series or a live workshop on performance management strategies, and design role-plays to help managers practice performance management.
Advantages of backward design in corporate settings
Following the 3-step backward design process has several benefits for learning designers working in corporate environments.
First, the learner-centric nature of backward design can help increase buy-in and training completion among busy adult learners. Building the learning experience around something that will benefit the learner, rather than around the content or materials at hand (often the case in forward design situations), means learners feel their needs are better served.
Second, backward design helps you focus on solving specific performance problems, and then link them to business impact. Our example learning goal above of "by the end of the course/module/event, the manager will be able to facilitate a performance review with an employee" solves the problem of bad or shirked performance reviews. We can then tie this goal to boardroom conversations about team performance, development and even employee retention.
Third, backward design creates efficiency. The focus on goals and assessment makes it easier to reduce superfluous training material. This makes trainings shorter and punchier, meaning employees spend less time on the training and more time implementing their new skills on the job.
These three factors make a compelling argument for backward design in corporate settings, where efficiency, problem-solving and buy-in are integral to successful training.
3 challenges to following a backward process in companies. And how to overcome them
Despite the advantages laid out above, backward design is often associated with academic curriculum design, rather than instructional design in workplaces. This association likely stems from the fact that assessments—a vital part of backward design—are the cultural norm in schools, but not always in workplaces. In corporate training learners don't often have time to write summative assessments, and other times the nature of the course doesn't really lend itself to summative assessment.
Whatever the reasons, learning designers in corporate environments might experience challenges when implementing backward design. These challenges usually take one of three forms:
Challenge 1: Dealing with content-first training requests
Decision-makers tend towards making 'content-first' training requests, in which they decide they need a training on a certain topic, rather than defining the change they want to see. These content-first requests are often a symptom an inadequate needs analysis: employee performance issues aren't always caused by a skills gap. Training is often seen as a quick-fix solution, rather than going through a comprehensive analysis of performance problems, such as Mager and Pipe's Model.
LXD Consultant Meagan Griffin says that content-first training requests often stem from belief in the 'transfer acquisition model' of learning: "People making content-first training requests are thinking 'my brain is a bucket of knowledge and the learner's brain is an empty bucket. Let me just dump some of what I know into their brain. Now they should be able to do a task the same way I do.' But skill acquisition doesn't work like that."
Rolling out content-first training can lead to training interventions that have little relevance for learners, which in turn reduces engagement and training completion. Also, the connection to business outcomes is tenuous, which means you'll have to speak to low business impact at some point in the future.
Overcoming the challenge
Meagan Griffin recommends combatting insistent content-first training requests through a 'canary in the coalmine' approach: "use the learning intervention and the ensuing data as a forcing function for change. Imagine C-suite are committed to creating a thematic training. Create that training, collect feedback and learner data, and craft that data into a story arguing for a backward process, not a forward design process."
Say you receive a request for soft skill training for managers. But the learning goals managers actually have are to manage their time better, and prioritize important work. If c-suite are committed to the soft skill training, do it, collect data on how well managers are able to engage, then use that data to say "hey, we need to meet their needs better with backward design."
For the canary in the coalmine approach to work, says Meagan, you have to be honest with learners. "You need to say up-front, 'Ok, this is an experiment, and we may not get 100% towards the learning outcome you want to see. But we'll get data that allows us to move towards a better solution.'"
Challenge 2: Aligning backward design assessments with business outcomes
Assessments make sense in academic settings, where there's little opportunity to flex knowledge outside of exam conditions. But in corporate settings, the assessment step of backward design can feel like a box-checking exercise that has little to do with the bottom-line.
William Cronje, program manager for Eduflow's free course on Instructional Design Principles for Course Creation, thinks that this is because assessments are often thought of as summative, not formative:
It might be tempting to skip an assessment stage for workplace training. But failing to closely tie assessment with business outcomes will make it harder to prove your ROI as a learning designer. This in turn makes it harder to argue for budget and resources, and to be included in strategic conversations longer-term.
Overcoming the challenge
William sees formative, not summative, assessments as the solution to this challenge. "The "determining evidence" stage of backward design can actually really lean into formative assessments for learning. In the case of soft skills acquisition for managers, you can use assessments like reflective journals, group discussions, role-playing exercises, things like that. Facilitators should think about how they can use discussions or other activities to encourage empathy."
Challenge 3: Getting exec buy-in for backward design
If backward design is a new way of working at your company, there can be a reluctance to change the status quo. Instead, you may be asked to follow instructional frameworks that are less relevant for the context, resulting in less impactful training.
Overcoming the challenge
It is possible to get buy-in for a switch to backward design. But you need to understand how stakeholders feel about training first. Once you understand that, you can tailor your arguments better.
Meagan Griffin again: "Some stakeholders are interested in how learning and training works. For these folks, I share the backward design framework and emphasize that it's repeatable across multiple interventions. Empower managers and bosses to leverage the framework themselves in their work with their teams. In this way, you'll win over doubters and gain allies."
For those stakeholders who don't care about instructional frameworks, Meagan suggests a laser-like focus on the business impact.
Backward design template
If you're implementing backward design for the first time, you can follow the basic template below, taken from our free course on Instructional Design Principles for Course Creation.
In this template, 'CLO' refers to course-level objectives, the big ideas, and skills you want learners to acquire. 'LO' stands for learning objectives, the smaller skills which build up to the CLO.
To Move Learning Forward, Design Backward
Backward design is a framework that keeps you laser-focused on goals and outcomes, makes courses punchier (and shorter), and solves performance problems. Overcome assumptions that backward design is just for K12 curriculums, and you'll be on the way to moving your skills and knowledge forward companywide. | <urn:uuid:ece14839-67c6-4fd7-a48a-0b180a849f81> | CC-MAIN-2024-10 | https://www.eduflow.com/blog/think-backward-design-wont-work-in-corporate-settings-think-again | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00792.warc.gz | en | 0.945974 | 2,395 | 3.125 | 3 | 1,093 |
What is differentiated instruction?
Every teacher and teaching style is different, with different methods, practices, and routines based on what works best for each individual and classroom dynamic. Similarly, students are all unique in how they learn best. Factors, such as their skills, ability levels, and learning styles, greatly impact student learning, creating a need for differentiated instruction. Differentiated instruction (or differentiated learning) is a teaching philosophy centered around creating classrooms that cater to the unique needs of students. This philosophy encourages environments that provide the best opportunities for growth and learning for students with diverse educational needs.
GoGuardian Teacher™ is a classroom management program that teachers can creatively use to support differentiated instruction. Teacher comes equipped with teacher-friendly features that help enhance learning for students, with options such as:
- Teacher/Student Chat
- Activity timeline
- Screen viewer
- Tab control
Teacher helps provide the tools necessary for educators to guide and assist students, allowing them to offer support and intervention to keep learning on track.
1. Teacher/Student Chat
Student engagement and feedback is an essential, but often challenging, part of any classroom environment. The Chat feature of Teacher can be a helpful tool to overcome this barrier, as it provides a discreet way for students to send their questions directly to teachers without the pressures of public speaking. It also allows teachers to directly message students who seem to have ventured off-task with a gentle reminder to refocus. For your students that need enrichment, you can use the Chat feature to ask Depth of Knowledge questions to keep them engaged and practicing higher-level thinking skills during their activities.
These are just some of the many ways that a direct line of one-on-one communication can foster healthier teacher-student relationships and help impact differentiated learning in classrooms. Because Teacher’s Chat feature does not allow for peer-to-peer communication, there isn’t the risk of misuse that you may worry about with other email/chat programs.
2. Screen Viewer
The screen viewer feature of Teacher is one of its most innovative and teacher-friendly components. It provides a unique way to support differentiated instruction in that it enables teachers to see what sites and searches students are running on their devices in real time. Imagine your class is working from a specific group of web pages, and you notice that a student has been looking at the same page for a long time. This could indicate that a student is struggling to process the material, at which point you can send them a message using the teacher/student chat function to find out if they need more support from you that they may be too embarrassed to ask for.
3. Activity Timeline
Teacher’s activity timeline can be beneficial in supporting differentiated learning. The activity timeline is useful for finding out which students are struggling with distractions and staying on task, equipping teachers with essential knowledge to provide supportive intervention in the ways most beneficial for those students. For example, if you notice a particular student or multiple students spending much of their time in class attempting to access YouTube during lessons, you might incorporate more video clips and multimedia elements into your lessons.
Another good use case for the activity timeline is for in-person differentiated instruction. Imagine you are taking some of your most struggling students to small group interventions in the back of the room to offer support—you'll have an extra set of "eyes" on the rest of your classroom while using GoGuardian Teacher.
4. Tab Control
The tab control feature of Teacher can have an impact on differentiated instruction. While the screen viewing and activity timeline features allow teachers to see what students are working on, tab control gives teachers added control in helping students stay focused on working toward learning objectives. This feature enables teachers to close any distracting and unnecessary tabs that students may have open during class (such as Youtube, Facebook, etc.). It allows teachers to open tabs and direct a single student or all student devices to a webpage, which can be useful when you need all of your students to open up a specific page for a lesson.
With the ability to open links for students, teachers can also customize the lesson for students’ individual needs. Imagine you have a small group of students that need additional vocabulary support or less rigorous reading activity—you can send them directly to a specific link without the other students knowing that everyone is working on slightly altered activities.
The Scenes feature can be used as a differentiated instruction tool for balancing teacher control and student-directed learning. Using Scenes, teachers can set a specific group of tabs (such as articles, videos, and games/quizzes related to your lesson plan) to open on each students device at the start of class, create a list of allowed and blocked websites, direct all students to a testing website during test times, and set a maximum number of tabs allowed to be open during class. This gives teachers control to create a focused learning environment for students, but it still supports free browsing and encourages students to learn in the ways and at the rate that best suit their needs.
What is the impact of differentiated instruction?
There is no one-size-fits-all for learning, as all students learn differently, at different rates, and through different means. Differentiated instruction creates classroom environments that support the multitude of ways that students process and understand new information. The results of differentiated instruction are better learning environments that create empowered learners and foster long-term academic success for a greater number of students. | <urn:uuid:eeadb0de-9bdd-4b45-94af-712716122106> | CC-MAIN-2024-10 | https://www.goguardian.com/blog/5-ways-goguardian-teacher-helps-impact-differentiated-instruction | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00792.warc.gz | en | 0.948616 | 1,104 | 3.796875 | 4 | 1,094 |
Once you at least provisionally decide on the learning objectives, assessments, and activities, the next step is to choose topics and the organization and sequencing of course content. It’s crucial to estimate the amount of time required for the activities you’ve planned, both within and outside of class, and to map this framework onto the academic calendar.
- Plan according to the time constraints of your course. How many times do you meet with your students and for how long?
- Think about how interruptions (weekends, holidays, etc.) will affect the flow of your course and affect student work.
- Spread out assignments and allow enough time between them, to help students manage their workload and receive feedback. Also, you do not want to create an unmanageable grading load for yourself.
Course Workload Estimator (wfu.edu) is an interactive tool to estimate how much time an average learner will need to complete the requirements of your course. | <urn:uuid:524a1ac1-269d-4b03-9494-bf6b479814a1> | CC-MAIN-2024-10 | https://idts.comminfo.rutgers.edu/idts/course-redesign/course-content-structure-and-schedule/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00792.warc.gz | en | 0.92719 | 199 | 3.015625 | 3 | 1,095 |
Chapter 1. Measures of Financial Risk Study Notes includes 26 pages covering the following learning objectives:
* Describe the mean-variance framework and the efficient frontier.
* Explain the limitations of the mean-variance framework with respect to assumptions about return distributions.
* Compare the normal distribution with the typical distribution of returns of risky financial assets such as equities.
* Define the VaR measure of risk, describe assumptions about return distributions and holding period, and explain the limitations of VaR.
* Explain and calculate Expected Shortfall (ES), and compare and contrast VaR and ES.
* Define the properties of a coherent risk measure and explain the meaning of each property.
* Explain why VaR is not a coherent risk measure.
* Describe spectral risk measures, and explain how VaR and ES are special cases of spectral risk measures.
After reviewing the notes, you will be able to apply what you learned with practice questions.Shop Courses | <urn:uuid:9633f21b-51c6-4b99-b308-d1c7c304db49> | CC-MAIN-2024-10 | https://learn.bionicturtle.com/courses/frm-part-1-advanced/lessons/chapter-1-measures-of-financial-risk/topic/study-notes-measures-of-financial-risk/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00792.warc.gz | en | 0.871598 | 200 | 2.984375 | 3 | 1,096 |
The Special Rapporteur believes that non-formal education programmes provide flexible, learner-centred means to improve education outcomes. This is particularly relevant for girls and groups in vulnerable situations, including children with disabilities, minorities and rural and impoverished children, who are disproportionately represented among out-of-school populations. When designed to be available, accessible, acceptable and adaptable, such programmes enable states to fulfil the right to education of learners who are excluded from the formal system. Furthermore, such programmes can promote holistic learning objectives that support cultural and linguistic rights.
Año de publicación:
United Nations Human Rights Council
Tipo de recurso: | <urn:uuid:246c5f37-1406-4f54-80e0-4ebe416056b8> | CC-MAIN-2024-10 | https://www.right-to-education.org/es/node/924 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00792.warc.gz | en | 0.877313 | 134 | 3.453125 | 3 | 1,097 |
“The purpose of education is to replace an empty mind with an open one.” – Malcolm Forbes, American entrepreneur.
Comprehensive training has helped businesses improve and provide people with a greater understanding of processes, all while encouraging individual growth.
And to implement a successful training program, an effective instructional design is required.
What is instructional design?
Instructional design is a process of using knowledge of how people learn, to guide instructional strategies to meet the needs of learners and desired learning outcomes.
It aims to make instructions effective, efficient, appealing and cost-effective.
Instructional design has been used to improve human performance, with designers using interactive media to improve learning and address learning objectives.
Instructional design recommendations
Here are five recommendations in instructional design to improve a training course’s success:
1. An accurate needs analysis – identify the main problems that need to be solved, the training’s target audience, desired goals and performance gaps, and provide training and performance recommendations.
2. A focus on the participants – create learning materials around the learner’s experience.
3. A social and emotionally based process – a person’s emotional state directly influences how they process information. A person who experiences positive emotions learns well, while learning is impacted by negative emotions.
4. Practical, relatable content – understand the context people are working in and the factors affecting learning and performance to provide more information to design well-integrated performance improvement solutions.
5. Include a range of learning approaches - cater to learning preferences; including behavioural, mental and constructivism or building on prior knowledge.
Two popular models of instructional design include ADDIE and AGES.
The ADDIE model
First introduced by Florida State University for military training, ADDIE is an acronym representing the five phases of the model: analyse, design, development, implementation and evaluation.
These recommendations have been incorporated into instructional design models to build effective organisational learning solutions.
The ADDIE model is a prominent model to develop training to help learners improve their knowledge and skills.
Analyse – identify the issue, required goals, target audience and resources needed for the course through a training needs analysis.
It determines the gap between actual and desired knowledge and the organisation’s needs, considering the context of work and factors affecting performance, with resources including the course duration, budget and facilities distinguished from the information gathered.
The information is translated into a learning design in the design phase.
Design – structure an outline, including learning objectives, actions and goals.
Introduce content and learning activities, supporting the learner’s construction of knowledge and skills, along with strategies on the learner’s progress.
Development – generate working products from the learning designs in the development phase, including learning strategies, media and methods. Test in a pilot and product review.
Implementation – engage participants in the learning solution. This involves communication with learners and aids to deliver the learning plan and support programs.
Evaluation –understand if goals were met overall and in each phase, with continuous evaluations during the design, development and delivery steps through post-assessments, observations or productivity data.
The AGES model
An individual also learns best in accordance with the personal requirements of their brain and experiences, demonstrated through the NeuroLeadership Institute’s AGES model.
AGES refers to attention, generation, emotion and spacing – the conditions needed to activate the hippocampus of the brain.
Attention – individuals eliminate distractions so their attention can be devoted to learning, with information retention depending on the level of focus.
This phase discourages multi-tasking but encourages learners not to focus on a point longer than 20 minutes.
Generation – learners create their own connections to new ideas in this phase, focusing on their own experiences and understanding their work context.
It indicates that people learn best when they connect new information with existing knowledge, creating a rich network of associations in the brain.
Emotion – promotes learning, emotional and unforgettable moments and activities accelerate the formation of new memories.
This produces a learning program encouraging positive emotion by maximising entertainment, novelty and positive anticipation.
Spacing – people retain the most information when learning is spaced out over time.
Long-term retention is maximised after new information is revisited upon letting time pass.
Focus on the business and individual
Implementing training programs created through instructional design by using these models enables organisations to expand on an individual’s knowledge and appeal to the student’s willingness to learn, for both personal development and professional goals, while subsequently benefiting the business in the process. | <urn:uuid:9665dc11-155a-4c73-8c6b-5d44fc461704> | CC-MAIN-2024-10 | https://aimwa.com/wctm/development/learning/how-to-create-an-effective-training-program/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948217723.97/warc/CC-MAIN-20240305024700-20240305054700-00792.warc.gz | en | 0.917652 | 955 | 3.90625 | 4 | 1,098 |
7. Professional Lab Notebooks: An Introductory Research Lab Course
Educator: Jason Fuller, Instructor, Biology and Environmental Science
Context: Out of class; BIO 211 – General Biology
Keywords: lab reflection, research experience
Student Activity Time: 1- 1.5 hours, 4 times per term
In a lab course, students were asked to reflect on their understanding of research science, lab protocols, data collection, and data analysis skills throughout the term and in preparation for the final course project.
Introducing the Reflection Activity
In an introductory biology lab course, an educator designed an opportunity for students to learn traditional lab techniques while applying their work to a real research problem. The educator developed four reflection activities to support the learning objectives of each unit. The purpose of these activities was to support students’ mastery of fundamental lab techniques while developing scientific research skills.
In the eastern region of Washington, a soil fungus named Gaeumannomyces graminis var. tritici attacks wheat roots causing a harmful disease called Take-all that has the capability of destroying wheat crops. Soil bacteria can naturally reduce Take-all, but mitigation can take up to 10 years to occur. To aid farmers in this region, researchers have explored the relationship between the fungus, wheat and species of the soil bacterium Psuedomonas fluorescens. Current research has focused on sequencing the genome of various strains of the bacterium to understand what allows them to grow in association with wheat and thus reduce the impacts of the pathogenic fungus. This current unresolved scientific problem has negative economic impacts. An educator used this research problem to frame the introductory biology lab course.
The lab course was designed in four units, each with an associated reflection activity. In the first unit, students learned basic sequence analysis, how to use DNA databases, collect bacterial cultures, and other fundamental procedures. While developing these skills students also learned to keep a laboratory notebook and read scientific articles. The first reflection activity for the term prompted students to reflect on their understanding of the project thus far, their role in the project, and their understanding of scientific research.
In the next unit of the course, the educator assigned each lab group a DNA insert from a particular strain of soil bacterium for sequencing. After completing the assigned series of protocols to prepare their DNA to be sequenced, students were prompted to reflect on their implementation of each protocol, documentation in the process, and a self-assessment of their structured lab notebooks. Students were also prompted to identify any challenges that arose in the preparation of their DNA. The third unit was focused on analysis of their DNA sequence data. In their lab notebooks students were prompted to label their assessment of the quality of their data, and their explanations of the significance of their data in relation to the overall project. This activity was followed by another self-assessment and reflection about their data documentation processes in comparison to the scientific research papers they read throughout the term.
The fourth unit was a full project reflection that prepared students to complete their poster of the entire project. The prompts in the final reflection required an additional review of students’ lab notebooks, and the full experience of the genomics research project and the journal club. Students were asked to reflect on their ability to collect, document, analyze, and present scientific information as researchers.
The purpose of the unit reflections in this course was to guide students through the detailed process of understanding, documenting, and analyzing real scientific data in order to present their findings as professional research scientists. The reflection activities supported a wide range of outcomes including content knowledge, identity as a scientist, and preparation to pursue scientific research in the future.
Recreating the Reflection Activity
|Introduce students to the entire research project at the beginning of the term.
|Assign unit reflections after the associated unit has been completed.
|Collect, grade and return each unit reflection.
|In the words of the Educator: Tips and Inspiration
Expect revision, but remain encouraged. If you put together something like this expect revision after revision. There are things that I would like to work better the next time. For this activity, there are parts where the instructions aren’t very clear so that can be improved the next time. Another option is to do the self-assessment and reflection separately from the activity itself. In some instances, the level of detail is not enough, or in some cases it is too much, almost making the reflection like a checklist. I don’t plan on going back to the old way of doing lab notebooks because this process is much quicker and easier. I’m not looking for mistakes in the way that I would before, so taking the time to work through the changes will make the process even better.
Introduce students to the idea of self-assessment and reflection. Students have probably never done anything like this, so the way you present the concept of self-assessment and reflection is important. In the beginning you want to communicate your expectations, and walk them through the process so that they can adjust successfully.
What was the inspiration for the reflection activity? The desire to put it together really came from two things. First, grading the old lab notebook format took a lot of time and was really painful for me. This format is much easier to grade; I can turn their notebooks around faster and give more meaningful comments to students. The other part was that in the past I had a relatively small number of students who put together exceptional lab notebooks. I wanted to increase that share of quality lab notebooks in the class and I also knew that a good number of students weren’t figuring out how the lab notebook worked. This new format helps them understand it faster, and the number of students who are struggling to understand goes down a lot. The additional instructions and self-assessment make a big difference for students.
I worked on this with Robin Jeffers, who is now retired, but a self-assessment guru while she was here. She helped develop the larger research project and the self-assessments for this lab. We talked about what needed to be in the lab notebook, what sections it should be divided into, and she put together most of the questions in the actual activity. She was able to turn this into an activity for students to do and think about their work, instead of it just being something that they just turned in. | <urn:uuid:a7354a75-e9cf-4e4b-8653-dee8c96e537b> | CC-MAIN-2024-10 | http://cpree.uw.edu/bc07-professional-lab-notebooks-an-introductory-research-lab-course/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00892.warc.gz | en | 0.960373 | 1,302 | 2.90625 | 3 | 1,099 |
Explicit instruction is the core of my reading instruction. Foorman and Torgeson (2001) suggests best practices and evidence-based instruction is critical elements of explicit instruction, such as Small-group instruction. As a reading teacher, all of my sections are small group with an average of six students per group. Placement decisions must be determined, using the district/school Placement Pathway, including the specific program placement test. The Alternative core pathway provides 80 minutes per day of instruction, a vital element of explicit instruction, hence making it an intensive intervention as described by Samuels and Farstrup (2001). The major elements of explicit instruction are composed of more time (more intensive), small group setting environment, balanced curriculum (literature …show more content…
In addition, review of the learning objective of the lesson at the beginning of the lesson and repeated /processed by students is necessary. The teacher is required to use the intervention curriculum the way it is written, however, research based strategies may be implemented into the lessons, as one method may not always work for all students. As suggested by Foorman and Torgeson (2001), a balance of instruction between traditional and literature-based instruction is most powerful, including all five components of literacy. Our reading program, Read Well, addresses a balanced instruction. Read Well, a comprehensive reading program encompasses phonemic awareness, phonics, fluency, comprehension, vocabulary, writing, and literature. Students understand and follow the program routines, reflecting routines taught, followed, and reinforced on a daily basis to afford the student the opportunity to focus on the content. The seating arrangement must allow the teacher to monitor, check, and provide feedback and correction for the student, during instruction and independent work. During choral reading, all students are encouraged to engage and respond to
Watching my new students struggle on grade levels assessments motivated me to pursue literacy education at a graduate level. My interest in literacy education ultimately derives from my goal to teach highly effective instruction to students while considering their diverse
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
Approximately 85% of students are currently proficient in reading and math. If, after analyzing pertinent data, individual students were non-proficient or “on the bubble,” swift interventions were implemented, and the majority of these students have shown vast gains in those scores. We began specific interventions two years ago. In the elementary and middle school, non-proficient students receive the common curriculum in their homerooms, and then are redirected to different staff members for remedial aid. In the high school, specific classes were created for interventions in reading and math such as: Short Stories, Extended Learning, Algebra Concepts, and Geometry Concepts.
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program. Accelerated Reader has been around since 1986 and is still being use in schools around the world.
Assessment Reflection When administrating the Reading Interest Inventory (Mariotti, n.d.), the Motivations to Read Profile Survey and asking the Conversational Survey Questions (Pitcher, et al., 2007), it gave insight to how Hailey felt about herself as a learner. The questions that stood out in my mind, is how I can help Hailey to be more success in the classroom as well as become a stronger reader overtime? I would like to look more in depth in Hailey’s comprehension skills and provide her educational strategies that will help Hailey to grow in her reading comprehension and give her some tools to help herself when she is having trouble. I am interested to see how Hailey reads orally, and to check her reading accuracy and fluency. Are these areas that are impacting Hailey as a learner as well?
The reading strategies we discussed in class and in the courses content made me a better reader by showing me many different ways to read and write and understand it very well. It uses all these methods such as the KWL charts, writing a memo and reading the novel I selected helping me improve my skills greatly to become a better reader. Putting together the reading, writing oral communication and examining media all connected in helping me become a good reader and helped me to comprehend the understanding of making a personal connection to the world around you. That 's what help 's you in the future to make the the best choices possible so that later on when you make a mistake in reading you can look at the experience you had and learn how to properly correct yourself because at the end of the day they all deal with different skill set 's but all help you to become better in everything you
During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school
One of the most important actions that a student can take, is to be honest, and self-reflective, about the level of understanding achieved after completing any course within his/her education career. From my personal view, I feel that this class provided me with a great introduction to the MHA program, and is setting me up for successful in this educational program; but with that being said I would not pretend that I was able to assimilate every concept that was presented in this course, I would definitely need to continue to review the material in this course and on the MHA program overall, so that I could be a knowledgeable, and effective Health Care Manager. When it comes to my ability to discuss the different learning outcomes, I have to say that I definitely acquired a much deeper understanding of the material presented in this course. The materials were not difficult concepts to understand, but sometimes the way the material was delivered made it a difficult task just to read through the information, but as I would imagine, we are trying to achieve an education at a much higher level, which requires the processing and understanding of much more complex information, that sometimes will be
The poem “One Boy Told Me” by Naomi Shihab Nye, was told by her son when he was two and three years of age. His comments, thoughts, and remarks were jotted down verbatim by Naomi and pieced together to create the one of a kind free verse poem. Nye assembled the phrases into individual stanza’s where they coherently flow to one another to illustrate the mind of a toddler. Wide ranges of emotions and personalities invoke the inner child and their curiosity. Overall, her son’s interpretations of his surroundings and understandings are represented in how the idioms expressed set the stage for intrusiveness, humor, and poetic devices to contribute to the overall meaning.
It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships. DI is probably the most popular teaching strategy that is used by teachers to facilitate learning. It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process.
While traveling towards the path of seeping knowledge and analyzing critical ideals, we’ve become absent minded towards the components that gave us the ability to read. Since reading is always a part of our everyday routine, we have lost the idea that when it comes to learning how to read, we must start from the basics. From reading a case study, to reading a letter from a loved one, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components of reading. Before a child develops the ability to read, they begin to develop comprehension. Comprehension can be defined as the ability to understand.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: • frequently vary instructional technique • develop lessons around students ' interests, needs, and experiences • provide an encouraging, supportive environment • use cooperative learning and peer tutors for students needing remediation • provide study aids • teach content in small sequential steps with frequent checks for comprehension • use individualized materials and individualized instruction whenever possible • use
Have you ever think about the similarities and differences between Regular Education and Special Education? Regular education is the term often used to describe the educational experience of typically developing children. By the other hand, Special Education programs are designed for those students who are mentally, physically, socially or emotionally delayed, which places them behind their peers. As you can see, these two provide an example of different types of education. We can find differences such as their educators, academic content and methods of teaching, but we can also find similarities in their academic content. | <urn:uuid:e440528c-2b9d-4a2d-b21b-b1d27e3bbf32> | CC-MAIN-2024-10 | https://www.ipl.org/essay/Explicit-Instruction-Analysis-PKASYFMUXPT | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474948.91/warc/CC-MAIN-20240301030138-20240301060138-00892.warc.gz | en | 0.963064 | 2,232 | 3.265625 | 3 | 1,100 |
Students develop an understanding of the practices for maintaining a healthy forest ecosystem through the help of professional foresters. They learn species identification, forest structure and dynamics, and a variety of management approaches.
The Forestry section of the NH Envirothon will deal with the basic knowledge of forest types and facts that influence their diversity and use. Generally, your study should concentrate on the basics of how trees function and their importance to the forest ecosystem. You should focus on forest types, composition, identification and characteristics, important insects and diseases of New Hampshire forests, and the benefits of forest land and forest management practices. The Forestry test will also include a few questions related to the current issue theme, "Adapting to a Changing Climate". The learning objectives and resources under each section will include the current issue topics.
Forestry Resource Team
Dawn Dextraze, Education & Outreach Specialist, Sullivan County Natural Resources Dept. and Conservation District, [email protected]
Josh Levesque, US Army Corps of Engineers, [email protected]
Kyle Lombard, Forest Health Program Coordinator, NH Dept. of Natural & Cultural Resources, [email protected]
Sue Cox, Conservation Education, US Forest Service, [email protected]
Samantha Schupp, Park Ranger, Army Corps of Engineers, [email protected] | <urn:uuid:95cf03b1-ade1-4646-a6a1-db8def603e0d> | CC-MAIN-2024-10 | https://www.nhenvirothon.org/forestry | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474948.91/warc/CC-MAIN-20240301030138-20240301060138-00892.warc.gz | en | 0.859643 | 316 | 3.421875 | 3 | 1,101 |
Developing a comprehensive annotated teaching plan for custom essay writing requires an in-depth exploration of the various elements involved in planning and delivering effective instruction. A 1000-word essay allows for a more thorough examination of the subject, so let us explore each section in greater detail.
The introduction of your A Plus custom essay writing serves as the gateway to the world of teaching plans. Here, you'll not only introduce the concept but also provide a broader context for its importance. Begin by discussing the fundamental role that teaching plans play in the educational process.
Teaching plans are the backbone of effective instruction, serving as roadmaps that guide educators in delivering content, facilitating learning, and assessing student progress. They are pivotal in ensuring that educational objectives are met, and students have meaningful learning experiences. Introduce the significance of teaching plans in the context of today's diverse classrooms, where learners come with varying backgrounds, learning styles, and needs.
Additionally, emphasizes the evolution of teaching plans in response to changes in educational practices and technology. The contemporary educational landscape is influenced by dynamic pedagogical approaches and the integration of digital tools, which have reshaped the traditional teaching plan into a more versatile and interactive tool.
An in-depth exploration of the concept of educational objectives is essential when you want to engage in personalized essay writing. Discuss the multifaceted role of objectives in shaping the entire teaching plan. Consider the broader educational framework in which objectives are central to guiding instruction, assessment, and curriculum development.
Dive into the details of well-structured objectives, highlighting the elements that make them SMART—specific, measurable, achievable, relevant, and time-bound. Provide examples and scenarios that illustrate the transformation of vague, broad objectives into SMART ones, underlining the essential purpose of clear and focused goals in effective teaching.
Additionally, explores the alignment of objectives with learning outcomes and their role in creating a coherent and outcomes-driven educational experience for students. Reference relevant educational theories and models that emphasize the importance of aligning objectives with assessment methods and instructional strategies.
Dig deeper into the critical aspect of audience analysis in teaching plan development. Extend the discussion to encompass the variety of factors that educators should consider when tailoring teaching plans to meet the unique needs of their students.
Explain the significance of recognizing the diversity of student populations, including factors such as age, cultural background, prior knowledge, and learning styles. Stress how audience analysis contributes to creating an inclusive and student-centered learning environment, where every student's needs and experiences are acknowledged.
Provide practical examples of how audience analysis can influence teaching plans. Explore scenarios where a teaching plan for adult learners differs significantly from one tailored for elementary school students, highlighting the need for adaptability and responsiveness in teaching design.
Take a closer look at the process of selecting a topic for your teaching plan in a cheap custom essay service. Elaborate on the criteria for choosing a relevant and engaging subject matter that captures students' interest and aligns with curriculum goals.
Discuss the importance of topics that resonate with students and offer real-world relevance. Use concrete examples to illustrate how students' engagement and motivation increase when they perceive the topic's significance in their lives.
Introduce the concept of a needs analysis, emphasizing the value of researching to identify the specific topics that are most beneficial for your students. Consider real-world examples of needs analyses in different educational settings.
In this section, expand on the critical components of a well-structured lesson plan. Examine each element in detail and explain its role in guiding instruction and assessment.
In the core of your essay with a cheap writing deal, provide comprehensive annotations for each section of the lesson plan. Offer a detailed rationale for your choices, drawing from educational theories, research, and best practices.
In the introduction section, provide a thorough explanation of your chosen introduction method, supported by relevant research and theoretical underpinnings. Discuss the strategies employed to capture students' attention, create relevance, and set the stage for learning. Consider sharing case studies or real-world examples that demonstrate the effectiveness of your chosen approach.
In the section on teaching methods, enquire deeply into the selected strategies and their alignment with learning objectives. Explore the impact of active learning techniques, group discussions, or technology integration on student engagement and learning outcomes. Back your choices with references to educational research that highlights the effectiveness of these strategies.
In the resources and materials section, emphasize the significance of selecting high-quality, up-to-date resources and materials. Discuss the role of textbooks, handouts, and multimedia in supporting learning objectives and enhancing the educational experience. Provide specific examples and references that showcase the impact of these resources on student learning.
In the assessment and evaluation section, discuss the methods used to measure student learning and their alignment with learning objectives. Reference research on assessment best practices and their relationship to learning outcomes. Offer concrete examples and case studies that illustrate the effectiveness of your chosen assessment strategies.
Expand on the importance of referencing and citing relevant educational theories, research, and literature. Explain how academic references serve as the foundation for instructional choices and demonstrate a commitment to evidence-based teaching.
Offer examples of the types of sources you've consulted, such as books, research papers, academic journals, or educational websites. Highlight how these sources have influenced your decision-making and instructional design.
Additionally, discusses the evolving nature of educational research and the accessibility of digital resources in today's information age. Consider the implications of digital literacy for educators and the potential for ongoing professional development through digital resources.
Dig into the reflective component of teaching plans, exploring its role in anticipatory planning and instructional adaptability. Consider the importance of self-assessment and continuous improvement in the teaching process.
Discuss how educators often need to adjust their plans in response to student needs and unexpected challenges. Share examples of how a reflective component in your teaching plan allows you to anticipate potential difficulties and plan for flexibility. Consider instances in which your own experiences have highlighted the value of reflective practices in improving teaching and learning.
Reflect on the importance of a growth mindset in the field of education, emphasizing the role of educators in continuously refining their teaching practices to meet the evolving needs of students and the changing educational landscape.
Summarize the key takeaways from your essay, revisiting the fundamental importance of well-structured, evidence-based teaching plans in achieving educational objectives and enhancing student learning. Reiterate the significance of understanding your students, selecting relevant topics, and using best practices in teaching plan development.
Discuss the broader implications of your teaching plan and its contribution to the field of education. Emphasize the transformative potential of effective teaching plans in shaping the learning experiences of students and the overall quality of education.
Buy essay helps explore the evolving nature of teaching plans in response to changes in education and technology. Consider the role of educators as innovative and adaptable professionals who continuously enhance their teaching practices to create meaningful and engaging learning experiences.
By expanding on each section of the essay in this manner, you'll create a comprehensive and detailed exploration of the process of developing an annotated teaching plan that fully utilizes the 1000-word limit. This extended exploration enables a deeper understanding of the elements involved in effective teaching plan development and their impact on the educational landscape. | <urn:uuid:9519d2b6-46df-4bd9-bea3-430f3f577a6d> | CC-MAIN-2024-10 | https://www.mhrwriter.com/annotated-teaching-plan-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476399.55/warc/CC-MAIN-20240303210414-20240304000414-00892.warc.gz | en | 0.928307 | 1,477 | 3.328125 | 3 | 1,102 |
Higher Ed. Bridge to Quality Guide, Basic Edition. How to Use This Guide The phased, iterative approach outlined in this guide is best applied during a multi-week period set aside for course design.
Each phase contains two or more sections organized in a tabular display. Each section contains several design steps organized in accordion lists. Select the “+” symbol to expand the accordion and “-” to collapse it. The process and steps recommended represent a path — where applicable — from emergency remote instruction successes to quality course design based on QM Higher Education Standards.
Definition of Symbols This icon signals a Bridge Guide step or set of action items needed to complete one step within a section. This icon signals notations related to “foundational design.” This icon signals notations related to synchronous components of a course and/or considerations for blended/hybrid courses. This symbol indicates a Specific Review Standard included in the principle of alignment.
Definition of Phases. UNMC E Learning Module Scorecard. Online Equity Rubric : Distance Education. What is the Peralta Online Equity Rubric?
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., implicit bias, image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles.
The Peralta Equity Team periodically reviews and revises the rubric to address feedback and updates to equity-related research. The current rubric (version 3.0, below) was launched in October 2020. The CCC Online Education Initiative (OEI) Online Course Design Rubric. The CVC-OEI Course Design Rubric contains the online course design standards developed and adopted by the CVC-OEI.
The Rubric is intended to establish standards relating to course design, interaction and collaboration, assessment, learner support, and accessibility in order to ensure the provision of a high-quality learning environment that promotes student success and conforms to existing regulations. In the development of these standards, the CVC-OEI team was fortunate to have access to significant work already undertaken in this area by @ONE, the CCC Distance Education Coordinator’s group, the Academic Senate for California Community Colleges (ASCCC), and the CCC Chancellor’s Office (CCCCO) along with a variety of other local college and nationally established standards.
The CVC-OEI Course Design Rubric is licensed under a Creative Commons Attribution (CC-BY) 4.0 International License. The Rubric is designed as a fillable PDF. Learning Objectives - Eberly Center. Articulate Your Learning Objectives Before you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning.
Alignment among three main course components ensures an internally consistent structure. Alignment is when the: OBJECTIVES articulate the knowledge and skills you want students to acquire by the end of the courseASSESSMENTS allow the instructor to check the degree to which the students are meeting the learning objectivesINSTRUCTIONAL STRATEGIES are chosen to foster student learning towards meeting the objectives When these components are not aligned, students might rightfully complain that the test did not have anything to do with what was covered in class, or instructors might feel that even though students are earning a passing grade, they haven’t really mastered the material at the desired level. iDEA Book. Instructional Design. The eLearning Guild: Community & Resources for eLearning Professionals. The ultimate resource for training, Learning and performance professionals. International Society for Performance Improvement.
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Online Learning Consortium (OLC) - Enhancing Online Education. Home. Instructional Design Central (IDC) Access a library of premium instructional design and training plan templates.
The training plan template kit includes a training needs analysis, instructional design storyboards and more. These are aligned with the ADDIE instructional design process. Instructional Design Templates Instructional Designer Jobs Access the Instructional Design Central (IDC) Job Board. The Learning Circle Framework™ IDC has created a simple framework (and presentation template kit) that is founded upon agile product development and modern instructional design principles—we call this The Learning Circle Framework™. Needs Analysis Mobile App Our FREE needs analysis creator app allows you to create a learning needs analysis (aligned with industry standards) in 5-10 minutes.
Top Instructional Design Resources. Instructional Design Central (IDC) Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application.
An instructional design model provides structure and meaning to an instructional design problem. Many of them have common instructional design principles and patterns. | <urn:uuid:0d3a1abc-0b49-4d4a-a69e-2d5404fc5d22> | CC-MAIN-2024-10 | http://www.pearltrees.com/kjmcleod/instructional-design/id29666208 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948223038.94/warc/CC-MAIN-20240305060427-20240305090427-00892.warc.gz | en | 0.897661 | 1,244 | 2.859375 | 3 | 1,103 |
Audio description services can play a major role in assisting some of your students in…
Let’s back up and look at why we are doing Audio Description services (AD) in the first place. Have you ever been in a room when everyone else is laughing, but you don’t get the joke? This experience is something that those with blindness or visual impairments experience daily during their video consumption. Traditional TV or movie viewing does not accommodate those who can’t see what is happening on screen. This is where the AD comes in. A National Health Interview Survey conducted in 2018 reveals that over 32.2 million Americans, about 10% of the population 18 and older, reported experiencing loss of vision, making Audio Description increasingly important.
Audio Description is a vital accessibility resource for those with blindness or visual impairments. These groups can fully experience movies, TV shows, YouTube videos, and other visual content by describing the visual elements playing out on screen.
How To Add Descriptions
Embedded Voice Descriptions: Using this method, Audio Descriptions are separate digital tracks. They can be turned on as needed. This strategy may be the most effective because all students are viewing the same content, however, they all have the choice to turn AD on for assistance.
Separate Video: This method is often used when embedding tracks is not an option. In this case, there would be two separate videos, one with AD and one without it. Though all students will still have access to the video with AD, keeping track of two copies of each and every video may be unnecessarily time-consuming and confusing.
Before and After Audio Description Example
The audio sample below illustrates the experience of a visually impaired viewer. Playing the audio-only track really drives the message home. First, watch the video, then listen to the audio-only soundtrack. Listening to an audio-only version of the video soundtrack you can really see the Visual Descriptions bring the viewing experience to life for those that have visual impairments.
Now listen to how a visually impaired user will experience the video’s audio above using Audio Description.
How Audio Description Services Can Help Educational Institutions
Aids in Comprehension of Complex Topics
Whether it’s a description of a video, an online book, or any other virtual media, Audio Description services bring what’s on-screen to life for those with visual impairment. In a biology course, an online textbook will describe DNA through a written description, but there is also a visual description included that people with blindness are unable to experience. Audio Description of DNA will paint a picture of DNA strands, providing a much more complete understanding.
Audio Description Services Help Universities Become Accessible
The understanding of pre-recorded video content is essential to achieving learning objectives. Because of this, all government organizations, including schools, are legally required under the 2018 Section 508 Refresh to provide Audio Description, even without a special request being made.
More Complete and Searchable Libraries
Another major goal of universities is to index their resource libraries in the most robust and complete way possible, giving students every chance for success. Audio Description tracks come with a very comprehensive transcript which can be used for search functions, filled with keywords beyond the media dialogue, to help properly index the content.
Audio Description Resources
There are a few AD resources that institutions should be aware of. These include Description Key, Section 508, Described and Captioned Media Program, and the Audio Description Project.
The Description Key is a set of guidelines for successful AD published by the captioned media program by the National Association of the Deaf. It is funded by the U.S. Department of Education Office of Special Education Programs.
Section 508 gives an overview of Audio Description services and is published by the “Office of Products and Programs in the Technology Transformation Service of the U.S. General Services Administration.”
Described and Captioned Media Program
This resource provides a variety of articles on AD. It is funded by the “U.S. Department of Education and administered by the National Association of the Deaf.”
The Audio Description Project
This resource is an initiative by the American Council of the Blind. It offers up some good information for Audio Description creators. This can be found on the “All About Audio Description” page. This page has a myriad of resources including general guidelines for AD.
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cielo24’s new Audio Description solution brings an improved video experience to people with low vision, vision impairment, and blindness. Give it a try now >> | <urn:uuid:b79bd714-7413-4850-a494-543f00db1d9f> | CC-MAIN-2024-10 | https://cielo24.com/2022/08/audio-description-services-what-is-it-and-why-do-we-do-it/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476180.67/warc/CC-MAIN-20240303011622-20240303041622-00293.warc.gz | en | 0.903464 | 966 | 3.140625 | 3 | 1,104 |
Written by Kobie Kleynhans
Grade 1 English Home Language Lesson Planning Term 1 [PDF & MS WORD]
9x Weeks (48x Pages)
CAPS GUIDELINES FOLLOWED
- Listening & Speaking
- Phonics (My Sound Book)
- Shared & Group Reading
The purpose and structure of the lesson planning approach primarily focus on the content that needs to be taught, in accordance with the CAPS curriculum. My aim is to provide a comprehensive framework for organising and delivering lessons effectively, taking into account the learning objectives, curriculum requirements, and learners’ needs.
The resources available on the website aim to support the concepts that have been taught and are designed to provide supplementary materials that cater to a wide range of curricula and teaching styles.
Therefore, it may be necessary for you to modify and personalise the lesson planning, including the order of the phonics, to align it with your resource requirements. | <urn:uuid:a064a978-2ef0-4580-a0d2-82b57cf3cd09> | CC-MAIN-2024-10 | https://myklaskamer.co.za/hulpbronne/lesson-planning-english-home-language-grade-1-term-1/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476442.30/warc/CC-MAIN-20240304101406-20240304131406-00293.warc.gz | en | 0.899458 | 198 | 3.84375 | 4 | 1,105 |
How does the LPN Entrance Exam assess knowledge of medication side effects and adverse reactions? What factors you take into consideration when making an assessment of medication tolerance prior to surgery. visit this site right here Entrance Exam The LPN Entrance Exam (LPN) conducts a clinical or treatment-based examination of an already qualified medical student. The exam is conducted by trained doctors and nurse practitioners who are considered candidates for examinations within the LPN. The exam is designed to assess competency prior to surgery which applies to the development of medical and surgical skills. This exam has been designed to assess knowledge within the LPN which is based on principles of common medical sciences in the field of medical education, leading us through the stages of learning, mastery and education. In order to become a LPN Certified Medical Doctor or Medical Examiner, you should first represent with an experience in the field. This exam covers an entire learning objective of medicine take my pearson mylab exam for me seeks to utilize the principles of medicine for a student’s scientific understanding of health related topics. At the core of the examination is the More Help This, in combination with the advanced diagnostic visit the site visit this page tests are of paramount importance. The exam is designed to demonstrate the student’s scientific skills. LPN Entrance Exam 2: Introduction and rationale for the LPN exam? LPN Entrance Exam 1: Introduction A primary format of the LPN exam is an individual clinical or treatment phase whereby a clinic-based assessment completes assessment and analysis of patients’ medical and medical Learn More Here needs. During this phase, you are given a structured course load consisting of advanced diagnostic and diagnostic methods, medical history, and statistics. For completion of this course, you will have to work through and qualify Discover More exams. The LPN exam contains 60 questions to count on the quality of medical students before surgery. The LPN exam also includes multiple application surveys of medical students before surgery that will provide you with additional information about their medical and surgical background. For each site of the exam, you will have to prepare questions to assessHow does the LPN Entrance Exam assess knowledge of medication side effects and adverse reactions? Review Questions: (1) What are some possible predictors of adverse effect and side effect-related adverse events and other adverse effects that are expected to be of particular relevance? (2) Are patients who have more recent previous anti-depressant or antidepressive medication recorded more accurately than patients without these medications? (3) Are patients with more older age and/or personal history of medication side effects recorded more accurately than patients with more recent childhood medications? In this follow-up, we examine 19 different LPN patient groups and their potential consequences for their medical consultation about anti-topical effects and side effects of anti-topical medication. The results will be compared between each patient group according to the LPN Entrance Exam. Before making the LPN Entrance Exam, we will examine 19 different patient groups including 50 patients with patients who opted for treatment with selective anti-topical medication or placebo. Two LPN patient groups will be compared to each patient group according to standard LPN Entrance Exam’s criteria (see online tables on the left in Methods). 1.
No Need To Study
One LPN patient group will receive treatment with the LPNentrance Exam which focuses on the analysis and selection of patient groups, one group will be selected for consultation with the LPNentrance Exam’s quality monitoring system which compares both the patient groups on a monthly basis and the results of the evaluation of the patient group’s medication effect and side effects. One randomization will be performed among 68 patients and these subjects are selected for consultation with the LPNentrance Exam. We will follow the principles shown in the previous study as explained below and we will record the corresponding numbers for both the patients and group. 2. Second, three LPN patients at the beginning of the study will be compared to a control group in the same LPN treatment group and one in each group will be selected for consultation with a dose reduction courseHow does the LPN Entrance Exam assess knowledge of medication side effects and adverse reactions? This study aims to compare knowledge of medication side effects and adverse reactions of a LPN certification examination approach to face medical students’ knowledge. Students aged 15 to 24 at baseline were asked to complete a face medical certification exam. This exam consists of three part kinds: LPN education and education as a test case/question for face exams by an administrative officer with a specialization for information management, quality control of health care, and certification exams by a doctor and an organization. Students’ attitudes as well as concerns over their job, including job-related issues, about the LPN certification examination as a tool have been consistently measured through repeated face examinations after completing a seven-week education course. Examination satisfaction, clinical knowledge, and knowledge of the LPN as a result have been found to be higher among the students after the LPN certification examination compared with the face exam. Finally, the quality of a certification examination take my pearson mylab test for me be rated according to the performance of the examination by an individual in the individual’s health care system and by administrators in the management organizations of the educational division in which the examination is performed. | <urn:uuid:b89974b8-2638-46eb-a7be-4c3a1d7002e6> | CC-MAIN-2024-10 | https://takemyteas.com/how-does-the-lpn-entrance-exam-assess-knowledge-of-medication-side-effects-and-adverse-reactions | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00493.warc.gz | en | 0.947063 | 1,085 | 2.890625 | 3 | 1,106 |
Here is a quick introduction to the Take One Book Framework.
Setting up the learning to engage children and excite them makes a huge difference to the way they approach a new book. A hook can:
- provide an immersive multisensory experience with artefacts, images, sounds…and even smells
- start with a dramatic scenario to provoke questioning
- kick off with a visit to a place of interest
- present a problem for the children to solve
- be an attractive book display which encourages browsing and roaming around a topic for a period before the book is introduced
- begin with a visit from a writer or an illustrator
On occasion you might create a ‘bells and whistles’ immersive experience that captures the children’s imaginations through stimulation of all the senses. However, on other occasions you might prefer a simple, perfectly pitched, introductory sentence or two: ‘Imagine that you could wish for anything that you wanted, anything at all. Now what would you wish for? Do you think that it would be good if all your wishes came true? That is exactly what happens to the children in the story that we are going to read together. Will it be the dream that they have always hoped for? Let’s find out…’.
The orientation gives consideration to what needs to be put in place for children to access the text. This could be achieved through:
Activation of prior knowledge
Helping children make connections between their own experiences and a text is a useful way into a new book, particularly if the context is unfamiliar and the connections are not immediately apparent. This part of the process is important for teachers to gauge children’s prior knowledge. It is also an opportunity for children to share different cultural experiences and learn from each other.
Building background knowledge
In some instances, it is beneficial to develop background knowledge prior to reading. For instance, knowing something about the coal mining industry before reading Town is by the Sea, could enhance understanding and appreciation of the story. Consider the context, the children’s experiences and the assumptions about prior knowledge assumed by the text. It is advisable not to over explicate; we learn through reading as well as direct experience. A judgement hs to be made about what to teach in advance, and what is best left to emerge through the course of reading.
Take One Book uses a blended approach to vocabulary teaching which is woven into the teaching sequences.
Some key vocabulary may be pre-taught to help children access the text. However, judgements need to be made about what is essential. Too much pre-teaching of vocabulary can disrupt the child’s construction of the text schema. Generally, when readers encounter new words in texts, they can approximate an understanding from the context. This is usually sufficient for understanding the gist. Unless the vocabulary is likely to be a barrier to accessing the text, it may be preferable to leave the focus on word investigation and definition until after a first reading; more precise understandings can be clarified later.
Where pre-teaching is considered necessary, creative ways of introducing new vocabulary is built into the orientation stage. For instance, audio visual strategies are used for introducing words from a semantic field, which are essential to the visualisation of the text. Exploring high concept words prior to reading is used occasionally to develop an open-mindedness when approaching the text. Contextless teaching is avoided.
A principle of the Take One Book approach is that the first encounter with a book should be a wholly pleasurable experience. One of the best reading lessons, that reading is rewarding and pleasurable, is taught implicitly through sharing a book. It can be an emotional experience, which initiates laughter or tears. It can prompt us to thought and to action. It has a purpose, indeed many purposes, which are greater than the sum of curriculum statements or learning objectives. In our view at the heart of the reading lesson is the reader, and this is what fundamentally drives the teaching and learning. The first encounters are therefore crucial for elliciting children’s responses and provide an opportunity to make formative assessment. With this in mind, it is important not to move too quickly into instruction mode, or over analyse a book before the children have had an opportunity to develop a personal response.
It is also important to take time to find out whether the children understand the text at a literal level. Without a surface understanding, it will be very difficult, if not impossible, for them to appreciate deeper layers of meaning in a text.
Some of the approaches used in Take One Book for introducing the text include:
Reading aloud to your class is important throughout the primary years, well beyond the stage at which children can read the words for themselves. As children encounter increasingly challenging texts, with language that does not replicate the patterns of spoken language, it continues to be important to read aloud, developing their ear for reading an increasingly wide range of texts. When listening to an experienced reader read with expression, pace and sensitivity to rhythm and cadence, children will internalise the writer’s voice. Reading aloud develops ‘the ear for reading’, which is essential for the acquisition of reading fluency. Furthermore, uninterrupted reading gives children time to build a mental image of the text. Mental processing will be inihibited if there is too much interrogative questioning mid-flow. For this reason, children should be allowed to simply listen to a first reading (stopping occasionally at a natural break to check understanding is appropriate for long chapters or passages). Children can also be encouraged to monitor their own comprehension and ask for clarification if they don’t understand. It’s a matter of making a judgement between becoming immersed in the story and securing literal understanding.
Some predictions may be encouraged but should not be overused to the point that little is left to discover as a story unfolds.
First encounters with a new text will include an element of exploration. The children might discuss initial ideas and share their thinking with you. Alternatively, they might explore their ideas in independent reading circles. One of the observations that we made when conducting the 4XR research for the London Schools Excellence Fund was that teachers moved very quickly from reading to direct instruction, with little opportunity for children to meaningfully explore their own understandings. Consequently, teaching was often pitched inappropriately. Making the minor change to include an exploratory element in the teaching sequence proved beneficial to the children, who were more lively, engaged and able to make relevant links. Teachers reported feeling better equipped to move the learning on.
Checking literal understanding, clarifying and explaining
After the first reading children’s understanding is monitored by having them explain the text. This might be in response to a simple question, ‘What has happened so far?’. A character led piece might be explained with a question such as, ‘What do we know about Jack?’. These questions require recall but are sufficiently open to allow readers to tell what they know. Another strategy for explaining a text is to ask the learners to annotate the text and to use the annotated examples to idenitify priorities for teaching.
Some vocabulary, grammar and punctuation work might be undertaken at this point, particularly to unravel tricky passages or unfamiliar constructions. Looking at the way images are constructed in order to convey specific meanings or elicit responses is as important as a focus on verbal text.
One of the outcomes of the first encounter phase is to provide an opportunity for children to demonstrate their thinking. A learning environment where risks are encouraged will allow children to show what they think without fear that their ideas will be dismissed.
Tools like graphic organisers and thinking maps can be usefully employed to:
- help children to shape their thinking
- help teachers plan the next steps in the learning journey
- provide a record of the learning.
Securing a surface understanding, exploring the children’s initial responses and questions, leads on to uncovering the multiple layers in text. The form this takes is dependent on the type of text. Literary texts offer themselves for interpretation, historical texts may require some thinking about historical literacy, a simple procedural text may not lend itself to much analysis or investigation.
Refining a response
There are many aspects of textual analysis that can be developed more deeply. For example, you may want to to reflect on character and to consider decisions taken at pivotal moments. Drama conventions are particularly useful for working through these ideas. Visualising helps learners to elaborate their understanding, which can support more complex interrogative inferencing.
Teacher and pupil questions initiate dialogue which promotes deeper thinking. Statements are used to develop argumentation and encourage the justification of ideas.
Children are encouraged to look beyond what they already know and to consider alternative viewpoints. More experienced readers are challenged to consider how characters are represented and to decentre and consider how different readers might respond. Different types of thinking, such as ‘compare and contrast’, ’cause and effect’ ‘identifying the writer’s intention’ can be modelled and supported with graphic organisers.
Review and Reflect
After reading the focus is on reviewing the text as a whole. In fiction this might include looking at changes that have occurred during the course of the story. Have any characters grown and developed? Have problems been solved? Themes are identified and discussed.
With fiction and nonfiction, children might summarise a text by distilling key information. Making evaluative responses requires thinking beyond the book to consider how it measures up against other texts. Is it a good example? What criteria can we use to judge?
Opportunities are provided for children to discuss the relevance of the book to the wider concerns of the world. These text-to-world discussions are usually engaging and lively. Returning to the text after reading allows the children to make further connections and deepen their knowledge.
Reflection is an ongoing process. Each lesson in the framework includes a reflective element. At the end of the reading sequence children reflect on what has been learnt. Children are encouraged to evaluate their learning and identify the strategies that were particularly useful so that they can use them in their independent work.
The first stages of the Take One Book process focus on developing greater depth in reading. Many of the lessons lead seamlessly into writing opportunities. Some of these will be short recording tasks, which are indicated within the lesson outlines.
In this section, we describe some writing possibilities which can be developed over a sequence of lessons. Some are genre specific, but others are content driven. As a rule of thumb, we consider it important that space is left for children to make choices about their writing. Pinning down the form, content, audience and purpose leaves little room for the child’s imagination, or freedom of expression. If the goal is to write about a theme or topic, we will generally leave the structure open, and if the goal is to develop writing in a specific genre, we will leave space for children input original ideas.
Wherever possible, we encourage writing with authentic purpose and for audiences beyond the classroom.
Wider Learning Opportunities
Some of the book choices in Take One Book lend themselves to wider learning opportunities – making connections with other areas of the curriculum. We have not forced the connections; some books have more potential than others.
Wider learning is likely to run alongside reading the book rather than being left until the end of the sequence, although it appears at the end of our framework. | <urn:uuid:f202fa58-b3da-48f5-ad7b-27c7ee717612> | CC-MAIN-2024-10 | https://www.takeonebook.org/framework/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00493.warc.gz | en | 0.945543 | 2,348 | 3.78125 | 4 | 1,107 |
Although the use of technology and video conferencing is increasing, online learning is always a transition from the classical teaching methods and can be quite challenging. The parents, educators, and students often complain that they cannot adjust and cope with the new rules and different schedules.
It makes it evident that online learning has both advantages and disadvantages, depending on accessibility, available resources, and learning objectives.
Top 5 Advantages & Disadvantages of Online Learning
- Additional Flexibility
The most important factor is flexibility because you can start your learning sessions at 10 am or even later. This way, you can spend more time with your family and focus on other extracurricular activities. You can also submit more assignments and become advanced in specific subjects. Consider using a research paper helper if you are planning to start a dissertation or explore something complex. It will help you to diminish the isolation of online learning by talking to an expert.
Custom Curriculum Options
Online learning makes it easier to adjust what and how we learn. If a student has learning challenges or goes through difficulties with a particular concept, it’s possible to allocate more time to learn.
Individual Approach to Learning
Teachers can use online learning to address specific problems by allowing a student or a group of students to return to an assignment and revise it accordingly. It is mostly used in the field of special education or among college athletes. Since the beginning of the Covid-19 pandemic, this Oxford learning method became even more popular as technology advances.
No Payments For Boarding & Logistics
Another important advantage is that schools and parents don’t have to pay for transportation, school fees, and many other payments that are required for physical education.
You only need an Internet connection, a tablet computer, a laptop, or your phone to access online learning materials. It makes it possible to travel and study without leaving the comfort of your home.
Contrary to popular belief, online learning technology is not always available in remote areas, where the use of computers is limited to a single class that is accessed once or twice per week.
Many educators these days don’t know how to work with the LMS systems. The same can be said about school and college students that find systems like Google Classroom challenging.
Lack of Physical Interaction.
Online learning is extremely limiting in terms of physical interaction. The talk here is not about PE lessons or usual activities that take place at school or on campus. The problem is that students become stuck at home as they wait for online sessions, which poses serious healthcare concerns.
It is most commonly mentioned by the parents and teachers that speak against online learning practices. The students become limited by virtual environments and forget how to communicate. Although educators use team projects and creative writing assignments that explore personal traits, it’s not the same. Considering the lack of college campus interaction and school chatter, it sounds true.
Learning Focus Challenges.
Another problem that is gaining more recognition is the lack of focus and attention span during Zoom learning sessions and video conferencing. Students easily get distracted and find it challenging to remain attentive as they learn in the comfort of their homes. There are also discipline issues that can only be controlled in the classroom with the strict control of a teacher.
Online Learning Anxiety
The primary aspect that is currently researched by educators and healthcare specialists is the problem of online learning anxiety and lack of psycho-emotional bonding with the teachers. While online conferencing sessions tend to be helpful, many students cannot adjust themselves and process the information evenly. It leads to depression, fears of failing, and anxiety that is often mixed with online learning fatigue. We may get additional flexibility, yet our use of technology increases, which is not always a good thing! | <urn:uuid:ea6092f3-6770-45f0-bdfc-95e3ef5224b7> | CC-MAIN-2024-10 | https://timesinternational.net/top-5-advantages-disadvantages-of-online-learning/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.45/warc/CC-MAIN-20240222193722-20240222223722-00593.warc.gz | en | 0.954259 | 768 | 2.84375 | 3 | 1,108 |
In the fascinating tapestry of the human experience, there are threads that intersect in unexpected places. One such intersection is between faith studies and community development. These two areas of scholarship and praxis, often considered as distinct entities, have more overlapping points than you might think. More research is underway, but recent reports show an estimated 45% increase in projects focused on these shared themes in the last decade alone.
The Backbone of Community
You will find that faith is often the backbone of many communities, providing not only a spiritual foundation but functioning as a social glue binding people together. Whether through common values, shared rituals, or collective narratives, religious traditions like faith based bible studies create resilient bonds among their followers and inspire social cohesion. This powerful connection can also greatly contribute to community development endeavors.
Organized Community Efforts
When religious or faith-based institutions are involved in organized community efforts, they can play a prominent role in rallying people around particular goals or causes. The motivating power of shared beliefs can help unify the community response to issues like poverty, education, healthcare disparities, and climate change.
The Power of Faith-Based Charities
Faith-based charities exemplify another aspect of this intersection in a real-world sense. By rallying congregations and communities around acts of charity and justice, they bring practical expression to spiritual principles. They further illustrate how faith can be harnessed for positive social progress.
Leveraging Sacred Spaces
Faith organizations often manage expansive buildings or spaces, making them key stakeholders in physical community development. These “sacred spaces” could be repurposed or utilized for community-building activities such as educational classes, public meetings, and neighborhood events.
The Role of Leadership
Faith leaders act as influential figures in communities, often injecting vision and direction into community development. Their influence can mobilize people for beneficial social change, exemplifying how faith studies can inform strategies for community growth.
An Emphasis on Service
Many religious traditions emphasize the importance of service to others. This puts faith communities at the forefront of volunteer efforts, contributing significantly to social and economic facets of community development.
Creating a Sense of Belonging
Through regular gatherings and shared experiences, faith groups foster a strong sense of belonging among their members. This relational closeness can inspire community members to contribute to their neighborhood’s betterment actively.
Working with Nonreligious Entities
Faith-based institutions also maintain partnerships with secular or nonreligious entities like governments, NGOs, and businesses. Such collaboration demonstrates how diverse organizations can work together for holistic community development.
Tackling Social Injustice
Faith groups can also play a significant role in tackling social injustices. Many are involved in advocacy work – pushing for policy changes or awareness around critical issues that impact the community. This role highlights how faith studies can spark involvement in tangible social change.
Building Strong Families
Religious systems often emphasize family values and promote strong familial bonds – crucial elements for vibrant communities. By fostering these bonds, faith organizations enhance familial stability which, in return, positively impacts community development as a whole.
You should not overlook the various educational programs, from children’s classes to adult learning opportunities, offered by many faith organizations. They help foster individual growth and community learning environments.
Sustaining Cultures and Traditions
Lastly, faith communities often preserve and pass on cultural traditions, ensuring their longevity. They can strengthen a community’s cultural fabric, celebrate diversity and help foster a respect for different ways of life.
The Way Forward
Conclusively, there is an intricate weave between faith studies and community development- each informing and enhancing the other. This intersection leads to more cohesive, resilient communities driven by compassion, mutual respect, and the shared goal of improving collective life. With increasing acceptance and understanding of this interconnectedness, it will equip you to engage these spaces more effectively for the socio-economic betterment of our diverse societies. | <urn:uuid:d82d3a78-e939-490f-aa02-9ebb6b976a56> | CC-MAIN-2024-10 | https://cordoba.world.edu/2023/12/13/the-intersection-of-faith-studies-and-community-development/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00693.warc.gz | en | 0.930889 | 796 | 2.78125 | 3 | 1,109 |
Key Stage 3 Curriculum
At Test Valley School, we view the curriculum as journey from Year 7 to Year 11 and then beyond. Years 7 acts as a bridge between the primary and secondary phases and the school aims to provide a smooth transition between Years 6 and 7. The curriculum for Years 7, 8 and 9 introduces some subjects which are studied discretely, enabling depth of study. The curriculum enables greater depth and breadth in learning as appropriate to the needs of children in the School and prepares them for selecting the personalised curriculum on which they will embark in Key Stage 4.
In Years 7, 8 and 9 (Key Stage 3) pupils follow a broad and balanced curriculum including the core subjects of English, Mathematics and Science alongside a wide range of Foundation subjects. In English and Mathematics, the curriculum builds on the core skills that pupils will have learnt at Primary school, extending their experience and application of these skills to a deeper level in readiness for the challenges of Key Stage 4. In Science, the focus is on enquiry led learning, linking scientific exploration with real world examples and drawing together a number of strands in scientific thinking from Biology, Chemistry and Physics.
High quality teaching means that at Test Valley School, we recognise that young people’s talents and challenges vary across subjects and therefore, we apply a flexible approach to pupil grouping to enable us to respond effectively to the needs of each learner. Teachers focus their planning on key learning objectives; using misconceptions as opportunities for learning and where the individual excels in a subject, ensuring opportunity for greater depth in their learning.
In addition to the core subjects, our curriculum includes discrete teaching in Geography, History and RE – and the combined teaching of Citizenship with Personal Social and Health Education. Languages, Creative Arts, Technology, Computing and Physical Education are all part of the weekly timetable and delivered in purposefully designed teaching areas that maximise learning opportunities. We have specialist teachers in all subject areas whose enthusiasm for their subject resonates through the schemes of work that pupils experience in Key Stage 3. | <urn:uuid:7a18245e-59e5-494a-a3a0-f80b2fa297b7> | CC-MAIN-2024-10 | https://www.testvalley.hants.sch.uk/page/?title=KS3&pid=63 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475757.50/warc/CC-MAIN-20240302052634-20240302082634-00693.warc.gz | en | 0.950389 | 410 | 3.1875 | 3 | 1,110 |
Each November 11, Americans observe Veterans Day. First started as Armistice Day to commemorate the end of World War I, Congress amended the proclamation after World War II and the Korean War to honor veterans of all wars, officially changing the name to Veterans Day.
Educators around the country recognize this observance in many ways. Some invite veterans to their classrooms to share their experiences. Others ask students to interview family members who served in the military. Others explore and discuss the concept of patriotism.
This year completing some of these activities is complicated. Due to social distancing requirements, it isn’t possible to invite veterans into schools and classrooms. Virtual teaching may also present challenges in adapting previous lessons to remote learning situations.
Consider taking advantage of technology as part of your Veterans Day lessons as you make your adjustments. One tool often discussed in the TeachersFirst blog is Flipgrid (reviewed here). For an overview of this resource’s many features, take a look at Melissa Henning’s Tech Tool of the Month Part 1 and Part 2posts from July.
Flipgrid is extremely popular because it is easily adaptable across grade levels and content areas. However, one often under-appreciated area of Flipgrid is the DiscoveryLibrary, which features a variety of topics provided by Flipgrid’s partners and provides users many ideas for using Flipgrid to engage learners and promote collaboration with peers.
One of Flipgrid’s partners is the National WWII Museum (reviewed here). The WWII Museum topic area includes fifty prompts that engage students in learning activities related to World War II. Some activities include responses to videos, analysis of primary documents, and exploratory visits to relevant websites. Although created with World War II in mind, many activities easily adapt to Veterans Day’s broader concept.
Let’s take a closer look at some of the Veterans Day-related ideas suggested by this Flipgrid partner for different grade levels. You’ll need to log in to access them, but creating an account is both free and easy.
- Victory Gardens and Pollinators – Combine science with social studies by taking a visit outside to see how many pollinators you can find! After visiting the link that shares the concept of victory gardens due to rationing during the war, challenge students to explore and record the number of pollinators found during their time outdoors.
- Why Do Things Fly? – Watch a video discussing the use of the C-47 skytrain during the war, then read a story of four friends thinking about what makes things fly. As a final activity, students record a response explaining how they believe things can fly.
- Artifact Spotlight: Ambulance – This activity is part of a STEM Innovation Webinar and includes a “make your own blood” activity. Warning: it might get messy! Upon completion, students discuss their work in filling out a table and analyzing the results.
- Decision-Making Scenarios – Engage students in critical thinking activities with the different decision-making activities found in three separate topics. The topics include a link to five scenarios with different war-time situations in the Pacific Ocean. Students record a response with their decision and, as a bonus, are asked to think of a current event in which this scenario might take place.
- Analyzing a Photograph – Students observe a photo of the Iwo Jima landing and analyze where and when the photo was taken. As part of the reflection activity, students also consider why this photo became so famous.
- Design a WWII Memorial – After watching a video clip about Pearl Harbor and the USS Arizona Memorial, students pick an event, battle, or veteran to memorialize. In their response, students discuss the appearance, materials, and inspiration for their memorial. This activity is easily adaptable to reflect the general theme of Veterans Day instead of just focusing on World War II.
- Enola Gay Crew Member Oral History – Consider the moral implications of nuclear weapons by watching a video interview of the navigator of the Enola Gay, the airplane that dropped the first atomic bomb on Hiroshima. Students respond by explaining and justifying their position on the morality of targeting citizens and the legacy of the events.
- WWII High School Yearbooks – Using the very relatable topic of high school yearbooks, this prompt encourages students to consider the impact of war on high school students. Students visit a site with archives of old yearbooks, then choose one yearbook to analyze and respond to the topic’s prompts.
- Dr. Seuss Political Cartoons – This prompt is one of two topics related to Dr. Seuss. Students explore a digital collection of Dr. Seuss cartoons in this activity and choose a cartoon to interpret and discuss.
These are just a few examples from one collection found on Flipgrid for a last-minute Veterans Day lesson. Choose any of them and adapt to your learning objectives to fit within your curriculum. Search Fligrid’s Discovery Library to find many other Veterans Day prompts. This collection includes all of the topics above along with some additional ideas from Flipgrid users and partners.
Even if you don’t use Flipgrid, the conversation starters and exploration activities available on the site provide an excellent starting point for building meaningful lessons that use primary sources to encourage and extend student learning.
Have you explored Flipgrid’s Discovery Library as a resource for lesson planning? Do you have a favorite topic or collection to share? Share how you use Flipgrid for your Veterans Day lessons in the comments below. | <urn:uuid:b7b18ad7-6dae-476a-b4ea-e88edb933e3b> | CC-MAIN-2024-10 | https://teachersfirst.com/blog/2020/11/last-minute-ideas-for-veterans-day/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00793.warc.gz | en | 0.934758 | 1,127 | 3.640625 | 4 | 1,111 |
A mix of modern, traditional and all the other methods of teaching like Technology/Activity based/play-way method/Project based Learning can be used by teachers in every classroom. All it requires is for a teacher to be well planned with the curriculum and the learning objectives. A well trained teacher technically sound with command over the teaching language can incorporate different methods to make learning an enriching experience.
Many teachers have a general awareness that the Internet offers a rich source of potential learning resources. Even an Internet-resistant “traditional” teacher cannot deny that the World Wide web houses endless and updated information on all facets of topics. Yet the Internet is often used as an “add-on” in the classrooms or demonstrations of cutting-edge programs and possibilities which often intimidate rather than encourage educators.
An activity that is done for enjoyment without thinking about the end result could be called play. For generations, there has been the current of thought that while play is fun, it is also a waste of time that could be spent more productively doing something useful, or not gainful, for that matter. Childhood is the time when kids have countless opportunities for play. A child is happiest when he is engrossed in play of different forms.
Children can improve their motor skills, enhance their power of imagination and creativity by indulging in play. The play-way method should be a flexible one based on a child’s interest and aptitude. It is unplanned and thus encourages complete freedom of expression. This method rules out grading or marking kids based on parameters, say, for example, home assignments. Instead, the teachers assess the skills and aptitude of the child, and communicate their assessments to the parents from time to time.
Adopting various methods of teaching can be the best option for a teacher to groom the students and clarify their concepts. Technology can bring visual understanding and Traditional inputs can bring practical understanding which will result in the success of building a strong foundation. | <urn:uuid:27c2fa7c-5ee1-45db-8199-39d23d7d4558> | CC-MAIN-2024-10 | https://www.indiaeducare.com/learning-through-technology/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00793.warc.gz | en | 0.947064 | 402 | 3.8125 | 4 | 1,112 |
Educational Video Games for Preschoolers
Preschoolers are like sponges, absorbing knowledge and skills at a rapid pace. While traditional methods of learning are crucial, educational video games can be powerful tools to supplement their education. In this article, we will explore the world of educational video games for preschoolers, their benefits, how to choose the right ones, and some top recommendations.
The Benefits of Educational Video Games
Enhancing Learning Engagement
Preschoolers often struggle to sit still and focus on traditional learning materials. Educational video games, on the other hand, are designed to capture their attention through interactive and entertaining gameplay. These games make learning fun and engaging, motivating kids to explore and discover.
Developing Cognitive Skills
Cognitive development is a crucial aspect of early education. Educational video games help preschoolers improve their problem-solving abilities, memory, and critical thinking. They encourage children to solve puzzles, make decisions, and strategize, all while having a blast.
Choosing the Right Educational Video Games
Not all video games are suitable for preschoolers. Parents should look for games that are specifically designed for their child’s age group. These games will feature age-appropriate content, themes, and challenges, ensuring that the learning experience is both enjoyable and beneficial.
Before selecting a game, parents should identify the specific educational goals they want to target. Whether it’s improving math skills, learning about shapes and colors, or enhancing language development, there are games tailored to various learning objectives.
Top Educational Video Games for Preschoolers
ABC Adventures is a fantastic game for preschoolers who are just beginning to explore the world of letters and words. Through captivating adventures and interactive challenges, kids learn the alphabet, letter recognition, and basic phonics.
Math Munchers is perfect for budding mathematicians. This game helps children develop their counting, addition, and subtraction skills in a fun and exciting way. It’s a great way to build a strong mathematical foundation.
Shapes and Colors World
In Shapes and Colors World, preschoolers embark on a colorful journey to discover various shapes and colors. This game not only enhances their visual recognition but also fosters creativity and imagination.
How to Maximize the Educational Benefits
While educational video games can be educational, they are most effective when parents actively participate. Engage with your child while they play, ask questions, and provide guidance. This involvement can deepen the learning experience.
Balanced Screen Time
It’s essential to strike a balance between screen time and other activities. Educational video games should complement other forms of play, such as outdoor activities, reading, and social interaction. Limiting screen time ensures a well-rounded childhood.
Common Concerns About Educational Video Games
Screen Time Addiction
One common concern is the potential for screen time addiction. To address this, set clear time limits and encourage breaks. Use video games as a reward for completing other tasks.
Violence and Inappropriate Content
Parents worry about exposure to violence or inappropriate content. Fortunately, many educational games are designed with a focus on learning and do not include violent or inappropriate elements. Always read reviews and check the game’s content before allowing your child to play.
Educational video games for preschoolers offer a unique opportunity to blend fun and learning seamlessly. When chosen thoughtfully and used in moderation, these games can be valuable tools for developing essential skills in young children. So, embrace the world of educational video games and watch your preschooler embark on a learning adventure like never before.
- Are educational video games suitable for all preschoolers?
- Not all preschoolers have the same learning needs and preferences. It’s essential to choose games that align with your child’s age and educational goals.
- How can I monitor my child’s screen time while they play educational games?
- Use parental control features on gaming devices and set daily time limits. Encourage breaks for physical activity and other activities.
- Do these games replace traditional teaching methods entirely?
- No, educational video games should complement traditional teaching methods. They can be a valuable addition to your child’s learning journey.
- Are there free educational video games available for preschoolers?
- Yes, many free and high-quality educational games are available online. However, be cautious and ensure they are age-appropriate and safe.
- Can preschoolers benefit from multiplayer educational games?
- Yes, multiplayer educational games can promote social interaction and teamwork skills. However, ensure that the content and interactions are suitable for their age. | <urn:uuid:6d58d9f4-9830-43a9-806d-de6fca67ba4d> | CC-MAIN-2024-10 | https://southreport.com/educational-video-games-for-preschoolers/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474671.63/warc/CC-MAIN-20240227053544-20240227083544-00793.warc.gz | en | 0.925529 | 939 | 3.0625 | 3 | 1,113 |
Assessment and Moderation
The Purpose of assessment
Assessment, record keeping, and demonstrating progress must be an integral part of teaching and learning for all students. It is used to monitor student progress and to inform planning and target setting. It is not an end in itself but should be used to help focus on the planning of appropriate learning intentions for individual pupils and groups.
PRINCIPLES OF ASSESSMENT
Assessment takes account of every aspect of the child’s development: social, emotional, physical, personal and academic, and the influence these areas have on each other.
Assessment can be diagnostic, formative and summative and as such is an essential aid to the teacher to enhance the process of learning.
Assessment opportunities need to be built in at every stage of planning the curriculum because assessment is an integral part of the Teaching and Learning process.
Assessment, recording and reporting needs to be on the whole curriculum and the opportunities for extra curricular learning provided at Mapledown
Assessment, recording and reporting throughout the school needs to be accurate, fair and consistent with practice. Moderation is part of the assessment cycle, team planning and development across the key stages.
Parents/carers and all agencies involved with pupils have a role in these assessment procedures, e.g. parental comments through home/school books, annual reviews of Education, Health and Care Plans, etc.
Assessment will enable progression and continuity and will record situations when this is not possible.
Students and parents/carers will have access to assessments, when appropriate (e.g. Evidence for Learning, Annual reviews of Education, Health and Care Plans)
Assessment should be positive, meaningful and motivating, celebrating all of pupils’ achievements.
Where possible all pupils should be involved in their own assessment
All members of the class team contribute to the assessment process.
When Students begin their Mapledown journey, we undertake baseline assessments during the students’ first half term at school, and set Key Personal Learning Targets (KPLTs).
KPLTs are set in:
Communication & Interaction
Cognition & Learning
Social, Emotional & Mental Health
Physical Development & Sensory Needs
Being in the Community, Independence & preparing for Adulthood
These areas reflect the students’ Education, Care and Health Plans', and KPLTs are derived from the students’ long term outcomes set in their EHCPs.
AQA Unit Awards
At Mapledown, we take pride in the progress our pupils make in the curriculum area of PSHE. To validate their achievements, they are working towards accreditation through the nationally recognised AQA Unit Awards Scheme. This ensures that every pupil acquires skills that will benefit them in their subsequent educational placements and throughout their lives. Our aim is to empower them to achieve the highest level of independence possible.
Pupils will engage with modules tailored to their individual needs, focusing on the following areas:
• Our Community
• Travel Training
• Health, Fitness, and Healthy Living
• Leisure and Recreation
• Personal Care Skills and Safety
• Daily Living Skills
• Creative Experiences
• Work-Related Learning
Evidence for Learning
We use Evidence for Learning - an online system in order to document and analyse progress in the moment over time.
We carry out two main types of assessment:
Summative Assessment ‑ those assessments concerned with establishing the overall attainment of pupils over time, for example;
Baselines & Target Setting
Key Personal Learning Targets & evaluations
Reports from other professionals
Data collection and analysis
Termly pupil progress meetings with SLT to make and moderate judgements for each student.
In addition to being assessed against their EHCP outcomes via KPLTs (Key Personal Learning Targets), we also assess our students' progress within our curriculum. Curriculum progress is assessed through "I can" statements. These statements are linked to skills needed to prepare for adulthood.
At the beginning of each academic year, pupils are baselined and then reassessed at the end of the Spring and Summer terms against the curriculum steps.
Formative Assessment ‑
This happens on a daily basis. Formative assessment examines what a pupil can do and assesses effectiveness of curriculum impact in order to inform future planning.
Types of formative assessment can include:
Classroom observations/interactions that indicate pupil attainment
Scrutiny of work (which also includes photographic and video evidence)
Lesson Plan evaluations
Students’ assessment of their own work
Pupil Profiles ‑ gathering, sharing and recording evidence of pupil attainment
The information and insights gained from these procedures help us to determine individual learning objectives, plan for their implementation and consider whether these objectives are being met. This is the cornerstone of good teaching and effective learning.
We have developed a system to carefully monitor the progress our students are making across the whole school.
We use a range of assessment tools to gather evidence and then look at all of this information at the end of each term. This enables us to monitor the progress each child is making from their starting points and identify pupils who are not making the progress we would expect so that we can put appropriate support in place.
We have defined the rates of progress pupils may make as follows:
Above Expected Progress: Pupils who are making significant and sustained progress in one or more areas of their development and making good progress in all areas of development.
Expected Progress: Pupils are making good progress in all areas of their development and there are no concerns about the pupil in any area.
Below Expected Progress: Pupils who are not making progress in one or more areas of development or there are concerns about the rate of progress. "
Please see below the link to Performance Data Performance tables: | <urn:uuid:0952a12e-4c6d-4350-be28-3d6347f085ad> | CC-MAIN-2024-10 | https://www.mapledownschool.co.uk/page/?title=Assessment+and+Moderation&pid=54 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474671.63/warc/CC-MAIN-20240227053544-20240227083544-00793.warc.gz | en | 0.932884 | 1,203 | 3.296875 | 3 | 1,114 |
RTSB Community Alignment for Reading Excellence (CARE) Preschool
When standards, assessments and observations are strongly aligned they bring clarity to the education system by providing a coherent set of expectations for students and educators. RTSB's continuum of assessments and observations concretely represent an alignment of the standards from child care/preschool through first grade, providing a target upon which teachers can focus their instruction from the beginning to the end of their time with their students - building on what has come before and preparing them for success at the next level of their education and growth. Using classroom instruction that follows the standards and is informed by progress monitoring, formative assessments and observations, teachers can effectively prepare students for their next level of education.
RTSB's alignment to the standards also ensures that our assessments and observations are a trustworthy source of data. A study of an assessment's degree of alignment to the standards can serve as evidence of validity. A valid assessment produces data that can be interpreted as demonstrating a student's achievement in the skill area which the assessment covers. Alignment can also increase an assessment's reliability and the capability of producing consistent measurements of student achievement.
The RTSB alignment examines the degree to which the RTSB assessments and observations address the same content; at various developmental levels through our CARE continuum. For example, the developmental progression of phonological awareness begins with the broad concepts of listening in preschoolers, moves towards phonemic awareness in prekindergarten and kindergarten and, eventually, phonics and the alphabetic principle in late kindergarten and 1st grade. Sequential development, in which the standards and assessments are developed in a serial manner, is a straightforward and accountable method of alignment. The RTSB assessments and observations concretely embody the learning objectives of the standards, providing an impetus for teachers to support preschool children in developing the necessary skills and knowledge for kindergarten readiness and beyond.
As RTSB CARE supports expand into 2nd and 3rd grade classrooms and additional resources become available, RTSB will expand the number of classrooms and students it can support. In an optimal standards-based assessment system, every method of gathering information about students, including classroom observations, formative assessments and progress monitoring, will be aligned to the academic standards and expectations for all students.
Assessments and Data - support the administration and analysis of student assessment data. Conduct progress monitoring to quantify students' response to instruction and evaluate the effectiveness of instruction.
Planning and Reflection - time allocated to discuss observation data, analyze, and interpret student assessment data and plan for intentional instruction to meet program, classroom, and individual targets.
Professional Development - support the continuous process of acquiring new knowledge and skills. Design and facilitate professional development modules to support teachers.
CARE Preschool Longitudinal Student Performance
Below is a longitudinal comparison of three and four-year-old children in CARE Preschool. This graphic illustrates just how significantly delayed economically disadvantaged children can be as early as 36 months of age by illustrating two years of PPVT data on one cohort of RTSB program children. The PPVT (Peabody Picture Vocabulary Test) is a norm-referenced, wide range instrument measuring receptive vocabulary. It evaluates comprehension of the spoken word in standard English and is a measure of the examinee’s achievement in acquiring vocabulary. Early test items include high frequency, commonly used words, which can aid in screening and planning instruction and interventions.
The blue line on the graph plots, over two years, the aggregate chronological age of the program children at time of testing. The first point shows an average chronological age of 3 years 4 months in the beginning of the year. The red line plots the aggregate test age equivalent of these students; the “age” at which the child’s receptive oral language skills are actually testing. As the graph illustrates the three-year-old children present to program already about one year delayed in their receptive oral language (difference between chronological and test age equivalent).
The graph shows that it takes these children two program years to close that gap; but it does close by the end of the 4-year-old program year. However, not all children have the benefit of two years of program. The gray line represents new four-year-old children entering program. While their average chronological age is 4 years 3 months, their age equivalent is an average 3 years 0 months– a full 1 year 3-months delayed in their receptive oral language development. While these children experience nearly a year of growth in 9 months of program; they do not close the gap. At the end of their PreK year they are still 11 months behind their peers – but all these students are still expected to go on to the same Kindergarten and perform at the same level.
- The Peabody Picture Vocabulary Test (PPVT™-5) is a norm-referenced, wide range instrument that measures receptive vocabulary. The PPVT-5 instrument evaluates comprehension of the spoken word in Standard English and is a measure of the examinee's achievement in acquiring vocabulary.
- There is a strong relationship between vocabulary and reading comprehension. Along with other skills, understanding of word meanings is essential for extracting meaning from text. The ability to read and write printed language is highly correlated with students' oral language proficiency, and the ability to understand a text read aloud is a prerequisite for making sense of the same text in printed form. It is essential that children build listening and speaking competency while also developing reading and writing skills. | <urn:uuid:db1a9002-ae2f-4f07-8256-98d5e33f3eeb> | CC-MAIN-2024-10 | https://www.readtosucceedbuffalo.org/care-preschool | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00893.warc.gz | en | 0.944874 | 1,125 | 3.171875 | 3 | 1,115 |
Are you finding yourself wading through reams of paper in a cluttered classroom? Read on for Prospero Teaching’s guide ‘how to declutter your classroom’, including reasoning on why keeping a tidy classroom is so important for teacher and student wellbeing.
Returning to school to a mountain of ‘stuff’ and clutter can be very overwhelming. “Do I need this file from three years ago?” “Will we use these laminated Mr. Potato head body parts again?” You may find yourself elbowing everything into the stock cupboard and cracking on with the day at hand. Out of sight out of mind, right? Unfortunately, wrong!
For many teachers, the lockdown has been the perfect time to reflect on the key components needed to make classrooms thrive. If you have been teaching online, you will have become adept at creating learning opportunities without worksheet printouts, physical resources, or wall displays. With this in mind, many teacher’s worst nightmare is a return to a build-up of all that clutter and ‘stuff’.
Make a Plan to Declutter
If you are feeling overwhelmed by a cluttered classroom, do not fear! With our simple guide to decluttering the classroom there is no need to stress. It is really just a case of knowing what to keep and what to lose. And having a plan. Always having a plan. When giving her wardrobe a clear out, Marie Kondo says if an object doesn’t spark joy, then dispose of it. The classroom equivalent could be, ‘if an object doesn’t stimulate learning, then do we need it? Recycle or repurpose!
Why Do You Need to Declutter Your Classroom?
‘Being Organised means being in control’
Organisation is vital for any teacher. Having too much stuff or an untidy desk means you have a disorganised classroom. Clearing your space and providing the things you really need with their own place is the first step in taking back control.
It’s a time saver
If you break a lesson down in to a series of 5 minute chunks, each of these chunks has the potential to hugely benefit the learning and wellbeing of your students. Most lessons consist of between eight to ten of these chunks. If it takes five minutes or more to dig out the glue sticks or locate the laminates, then learning time is being wasted chunks of your lesson are lost forever… A cluttered classroom can also result in working much longer hours, as it takes that extra time to find assessment checklists, files and student workbooks.
It’s a money saver
If I had a penny for every pound spent on every replacement resource that was either considered lost (‘Oh no, here it is under this mountain of books!’) or broken (‘Oh no, it’s been crushed under this mountain of books!‘) then I’d be the UK’s richest teacher. You’d be amazed by the amount of really useful things you forgot you had that turn up when clearing out a classroom.
Declutter = de-stress
As mentioned, the time saved by having a clear, organised classroom has a positive effect on your wellbeing. More time to get the important jobs at school done; more time to spend on hobbies, exercise, and that forgotten pursuit known as socialising. This of course reduces teacher burnout, allowing you to focus on the reasons you got into teaching in the first place! Although they may not vocalise it, a messy classroom will also have a negative impact on your students. The distractions and anxiety caused by the clutter are likely to lead to off-task behaviour and decreased learning. Can we honestly moan at our students in class for not using a ruler to underline the learning objective when our book corner is in such a state?
Classroom clutter can also be a big factor in how you are perceived as a professional. You may be beloved by your students and the most passionate and effective teacher in the world. However, parents, caretakers, the admin team and most other teachers aren’t in your lessons every day. Therefore, what effect might a cluttered classroom have on others’ perception of you as a teacher?
Stumbling Blocks when Decluttering a Classroom
First things first, we recognise that classrooms cannot be completely stripped of clutter. There will be resources that you have purchased with your own money that you will want to keep; curriculum folders and historical assessment data of your students that will need to be kept. In some schools, resources can feel like gold dust (‘these are the last of the glue sticks, protect them with your life!’) which is why many teachers can develop a ‘scarcity complex’ and develop hoarder tendencies. To beat this mindset, we should start by reflecting on the above reasons for why it is important to declutter. Is this pile of old worksheets a distraction from learning time? A source of stress for students? Could it be the cause of some of the low-level disruption that’s flared up recently? Suddenly, the once-coveted pile can be seen as clutter to recycle.
How to declutter your classroom
A vital first step would be to create rules for yourself that you strictly stick to. This prevents you from ‘umming and ahing’ about each individual item. For example, our rule would be the aforementioned, ‘if an object doesn’t stimulate learning, then get rid!’ Then, once you’ve decided on which items of clutter you can lose, make a quick decision on how to get rid. Your options are:
Broken, unusable and too out of date to use items can and should be thrown away.
Put any papers or recyclable items that are of no use to you straight in the recycling bin – such as that towering box of excess toilet roll tubes collected for making periscopes last term.
Decluttering could be a fantastic opportunity for a recycling awareness project for your class. You could involve them in evaluating and gathering unused resources from the room before repurposing materials for an art project (toilet roll periscopes, anyone?) Ultimately, the last image you want to leave with your pupils at the end of a long day is of a stressed-out teacher rampantly throwing reams of paper straight into the bin.
GIVE IT AWAY
While you want to avoid lumbering other teachers with your rubbish, in some cases the saying, “one person’s trash is another person’s treasure” rings true. It might be an idea to invite staff to visit your room to choose from a designated ‘give away’ pile. Make sure you keep to an allocated time slot and area to take objects from to avoid arriving in school to find your chairs and whiteboard pens have been pilfered!
If you don’t have anyone in mind to give it to, consider donating it. You could team up with other teachers and arrange for a company to pick up donations. Thank you for reading this week’s blog, we hope you found our tips on ‘how to declutter your classroom’ helpful.
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Avid social media user? Read our top tips for staying safe on social media. | <urn:uuid:c9b39d6a-48b5-42c5-9a0e-e68237e89ded> | CC-MAIN-2024-10 | https://prosperoteaching.com.au/how-to-declutter-your-classroom/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474649.44/warc/CC-MAIN-20240225234904-20240226024904-00893.warc.gz | en | 0.952053 | 1,597 | 2.828125 | 3 | 1,116 |
Who Is Referred To As The Backbone Of The School?
A principal is the backbone of a school.
View complete answer
- 1 Who is the person that runs the school?
- 2 What is a backbone teacher?
- 3 Who is the biggest boss at school?
- 4 What does it mean to call someone a backbone?
- 5 Who is the most important person in the education process?
- 6 What are the 4 pillars of education?
- 7 What are the 4 pillars of teaching?
- 8 Is the principal the boss of the school?
- 9 What is another name for the principal of a school?
Who is the person that runs the school?
What Is a School Principal? – A school principal leads the whole school community, including students, teachers, staff, parents and community partners. They are the liaison between the school and the district leadership. School principals manage the administration of all work related to students, teachers and staff.
School principals are often former classroom teachers who have decided to advance their careers by taking on this leadership position. They may have worked their way up from classroom teacher to curriculum specialist to assistant or vice principal. The role of the school principal cannot be overstated.
They are at the center of all progress made by a school. In fact, a survey cited by the Wallace Foundation found that principal leadership was considered the most pressing matter of public school education, behind quality of teachers.1 The major responsibilities of a school principal vary depending on where the school is located, how many students it serves and what kind of funding it receives from the state and federal governments.
Leader: Principals are school leaders. They set academic goals and guide curriculum development. Principals evaluate teachers and other staff on campus. Administrator: Principals are charged with overseeing school budgets. They also ensure compliance with district, state and federal regulations and policies. A school principal oversees safety and security at the school level and manages the school’s overall operations. Advocate: School principals advocate for their students. They assist teachers in making the best decisions to meet student needs, and work with parents to create student success plans. Principals also help manage relationships between students and staff. Representative: Principals represent and advocate for their schools at the district level by sharing successes and requesting the resources students and teachers need. Principals also work with the community at school board meetings and act as the face of the school to the public.
What is a backbone teacher?
Promoting the development of backbone teachers through University-School Collaborative Research: the case of New Basic Education (NBE) reform in China ABSTRACT The image of backbone teachers has long informed the modern-era Chinese educational system.
- Backbone teachers play leadership and modeling roles in school-based groups of teachers focusing on research, lesson planning, and grade development.
- China’s New Basic Education (NBE) reform, which differs from previous Chinese reforms, aims to systematically transform schools in order to respond to contemporary social and economic changes.
NBE views the development of individual subjectivity as education’s ultimate goal. Teachers’ roles need to shift from transferring knowledge to students to constructing knowledge with students and from teacher-as-curriculum-implementer to teacher-as-curriculum-maker and knowledge constructor.
- Backbone teachers are foundational to the NBE reform.
- In this article, we introduce the NBE initiative, and elaborate how NBE nurtures backbone teachers so they can ‘model as leaders; other teachers as backbones’ in the reform.
- To end, the national and international implications associated with our case are discussed, along with future research suggestions.
: Promoting the development of backbone teachers through University-School Collaborative Research: the case of New Basic Education (NBE) reform in China
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Who is the backbone of the entire process of education?
Teachers are the backbone of an education system. The way the teachers do their teaching has a seminal influence on what the students learn. The role of the teachers and their competency in transactional processes of educational curriculum remain crucial to an effective outcome of learning.
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Who are the pillars of the school?
But there are common traits among all schools that are working as they should. I call them the four pillars of effective public schools: promoting children’s well-being, supporting powerful learning, building teacher capacity, and fostering school and community collaboration.
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Who is the biggest boss at school?
The boss of the superintendent is the school board of the school district. However, the school board is not in a position over the superintendent. Superintendents are the chief executives of a school system. They are charged with the overall supervision of the entire school system, including its schools, the teachers, principals, and support staff, and ensuring that all of the school district’s policies are carried out as designed.
The role of the superintendents is to manage an entire school district, set its policies, objectives, and goals, make sure those are followed, and analyze how well they succeed while keeping to a defined budget. The superintendent job is typically the culmination of a long career in education, with experience in teaching and administration at different schools and levels.
A school superintendent’s salary is on par with the salaries of chief executives of large businesses in the area.
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What does it mean to call someone a backbone?
: strength and courage.
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What refers to the backbone?
Also called spinal column, spine, and vertebral column. Enlarge. Anatomy of the spine. The spine is made up of bones, muscles, tendons, nerves, and other tissues that reach from the base of the skull near the spinal cord (clivus) to the coccyx (tailbone).
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What is academic backbone?
Conclusions – The correlations shown here, between attainment in secondary schooling, undergraduate medical education, and post-graduate medical education, strongly support the existence of the Academic Backbone, with effects spanning many years. The Academic Backbone can be conceptualized in terms of the development of the development of ever more sophisticated underlying structures of knowledge, ‘cognitive capital,’ and ‘medical capital’, with the latter being acquired during education, and through clinical experience with patients.
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Who is the most important person in the education process?
In a variety of settings, nurses are responsible for the education of patients, families, staff, and students. Numerous factors make the nurse educator’s role particularly challenging in meeting the information needs of these various groups of learners.
- For example, short lengths of stay have compressed patient and family contact with the nurse, making it difficult to capitalize on teachable moments.
- In the case of staff, educational and experiential levels differ widely and time constraints are ever present in the practice arena.
- Staffing patterns such as 10- or 12-hour days, parttime employment, and various job functions can put the educator’s ability to complete an accurate education assessment of staff to the test.
Also, the ethnic and racial composition of nursing students has been changing in recent years ( Heller, Oros, & Durney-Crowley, 2000 ). Notably, the percentage of baccalaureate nursing students from minority backgrounds rose from 16.2% in 2002 to 28% in 2011 ( American Association of Colleges of Nursing, 2011 ).
- In addition, students are entering schools of nursing at an older age, bringing with them diverse life experiences and the demands of working and raising families while furthering their education.
- These and other changing healthcare trends and population demographics mean that nurse educators must constantly assess the determinants of learning for the varied audiences of learners they teach.
To meet these challenges, the nurse educator must be aware of the various factors that influence how well an individual learns. The three determinants of learning that require assessment are (1) the needs of the learner, (2) the state of readiness to learn, and (3) the preferred learning styles for processing information.
- This chapter addresses these three determinants of learning as they affect the effective and efficient delivery of patient, student, and staff education.
- THE EDUCATOR’S ROLE IN LEARNING The role of educating others is one of the most essential interventions that a nurse performs.
- To do it well, the nurse must both identify the information learners need and consider their readiness to learn and their styles of learning.
The learner—not the teacher—is the single most important person in the education process. Educators can greatly enhance learning when they serve as facilitators helping the learner become aware of what needs to be known, why knowing is valuable, and how to be actively involved in acquiring information ( Musinski, 1999 ).
Just providing information to the learner, however, does not ensure that learning will occur. There is no guarantee that the learner will learn the information given, although there is more of an opportunity to learn if the educator assesses the determinants of learning. Assessment permits the nurse educator to facilitate the process of learning by arranging experiences within the environment that assist the learner to find the purpose, the will, and the most suitable approaches for learning.
An assessment of the three determinants of learning enables the educator to identify information and present it in a variety of ways, which a learner cannot do alone. Manipulating the environment allows learners to experience meaningful parts and wholes to reach their individual potentials.
Assessing problems or deficits Providing important information and presenting it in unique and appropriate ways Identifying progress being made Giving feedback and follow-up Reinforcing learning in the acquisition of new knowledge, skills, and attitudes Evaluating learners’ abilities
The educator is vital in giving support, encouragement, and direction during the process of learning. Learners may make choices on their own without the assistance of an educator, but these choices may be limited or inappropriate. For example, the nurse facilitates necessary changes in the home environment, such as minimizing distractions by having family members turn off the television to provide a quiet environment conducive for concentrating on a learning activity.
- The educator assists in identifying optimal learning approaches and activities that can both support and challenge the learner based on his or her individual learning needs, readiness to learn, and learning style.
- ASSESSMENT OF THE LEARNER Assessment of learners’ needs, readiness, and styles of learning is the first and most important step in instructional design—but it is also the step most likely to be neglected.
The importance of assessment of the learner may seem self-evident, yet often only lip service is given to this initial phase of the educational process. Frequently, the nurse dives into teaching before addressing all of the determinants of learning. It is not unusual for patients with the same condition to be taught with the same materials in the same way ( Haggard, 1989 ).
The result is that information given to the patient is neither individualized nor based on an adequate educational assessment. Evidence suggests, however, that individualizing teaching based on prior assessment improves patient outcomes ( Corbett, 2003 ; Frank-Bader, Beltran, & Dojlidko, 2011 ; Kim et al., 2004 ; Miaskowski et al., 2004 ) and satisfaction ( Bakas et al., 2009 ; Wagner, Bear, & Davidson, 2011 ).
For example, Corbett’s (2003 ) research demonstrates that providing individualized education to home care patients with diabetes significantly improves their foot care practices. Nurses are taught that any nursing intervention should be preceded by an assessment.
- Few would deny that this is the correct approach, no matter whether planning for giving direct physical care, meeting the psychosocial needs of a patient, or teaching someone to be independent in selfcare or in the delivery of care.
- The effectiveness of nursing care clearly depends on the scope, accuracy, and comprehensiveness of assessment prior to interventions.
What makes assessment so significant and fundamental to the educational process? This initial step in the process validates the need for learning and the approaches to be used in designing learning experiences. Patients who desire or require information to maintain optimal health as well as nursing colleagues who must have a greater scope or depth of knowledge to deliver quality care to patients deserve to have an assessment done by the educator so that their needs as learners are appropriately addressed.
Assessments do more than simply identify and prioritize information for the purposes of setting behavioral goals and objectives, planning instructional interventions, and being able to evaluate in the long run whether the learner has achieved the desired goals and objectives. Good assessments ensure that optimal learning can occur with the least amount of stress and anxiety for the learner.
Assessment prevents needless repetition of known material, saves time and energy on the part of both the learner and the educator, and helps to establish rapport between the two parties ( Haggard, 1989 ). Furthermore, it increases the motivation to learn by focusing on what the patient or staff member feels is most important to know or to be able to do.
- Why, then, is this first step in the education process so often overlooked or only partially carried out? Lack of time is the number one reason that nurse educators shortchange the assessment phase.
- Such factors as shortened hospital stays and limited contact with patients and families in other settings, combined with the tighter schedules of nursing staff as a result of increased practice demands, have reduced the amount of time available for instruction.
Because time constraints are a major concern when carrying out patient or staff education, nurses must become skilled in accurately conducting assessments of the three determinants of learning so as to have reserve time for actual teaching. In addition, many nurses, although expected and required by their nurse practice acts to instruct others, are unfamiliar with the principles of teaching and learning.
The nurse in the role of educator must become more well acquainted and comfortable with all the elements of instructional design, but particularly with the assessment phase, because it serves as the foundation for the rest of the educational process. Assessment of the learner includes attending to the three determinants of learning ( Haggard, 1989 ): 1.
Learning needs—what the learner needs and wants to learn 2. Readiness to learn—when the learner is receptive to learning 3. Learning style—how the learner best learns ASSESSING LEARNING NEEDS Learning needs are defined as gaps in knowledge that exist between a desired level of performance and the actual level of performance ( Healthcare Education Association, 1985 ).
In other words, a learning need is the gap between what someone knows and what someone needs or wants to know. Such gaps may arise because of a lack of knowledge, attitude, or skill. Of the three determinants of learning, nurse educators must identify learning needs first so that they can design an instructional plan to address any deficits in the cognitive, affective, or psychomotor domains.
Once the educator discovers what needs to be taught, he can determine when and how learning can optimally occur. Of course, not every individual perceives a need for education. Often, learners are not aware of what they do not know or want to know. Consequently, it is up to the educator to assist learners in identifying, clarifying, and prioritizing their needs and interests.
Once these aspects of the learner are determined, the information gathered can, in turn, be used to set objectives and plan appropriate and effective teaching and learning approaches for education to begin at a point suitable to the learner rather than stemming from an unknown or inappropriate place.
Differences often exist between the perception of needs identified by patients versus the needs identified by the health professionals caring for them. In one early study, the nurse-patient agreement score with respect to congruency on needs/problems identified was only 20% ( Roberts, 1982 ).
Mordiffi, Tan, and Wong (2003) cite more recent evidence from their research indicating that the preoperative information provided by nurses and doctors was considered insufficient by the majority (66.7%) of patients who rated knowledge about anesthesia before scheduled surgery as being very or extremely important to them.
Findings from a comprehensive review of preference-match strategies in physician-patient communication by Kiesler and Auerbach (2006 ) indicate that a large number (median: 52%) of patients’ preferences for medical information were “mismatched” with the information that they actually received.
- In these situations, the patients were dissatisfied with the medical information they were given, felt they had not been given adequate information about their condition, and reported a desire for more information.
- An interesting finding by Sandberg, Sharma, Wiklund, and Sandberg (2008 ) is that the information given to patients by anesthesiologists and nurse practitioners during preoperative teaching vastly exceeded patients’ short-term memory capacity.
Other authors have also substantiated comparative incongruence in the perception of learning needs by patients and providers ( Burkhart, 2008 ; Carlson, Ivnik, Dierkhising, O’Byrne, & Vickers, 2006 ; Suhonen, Nenonen, Laukka, & Valimaki, 2005 ; Timmins, 2005 ; Yonaty & Kitchie, 2012 ).
According to cognitive experts in behavioral and social sciences ( Bloom, 1968 ; Bruner, 1966 ; Carroll, 1963 ; Kessels, 2003 ; Ley, 1979 ; Skinner, 1954 ), most learners—90-95% of them—can master a subject with a high degree of success if given sufficient time and appropriate support. It is the educator’s task to facilitate the determination of what exactly needs to be learned and to identify approaches for presenting information in a way that the learner will best understand.
The following are important steps in the assessment of learning needs: 1. Identify the learner. Who is the audience? If the audience is one individual, is there a single need or do many needs have to be fulfilled? Is there more than one learner? If so, are their needs congruent or diverse? The development of formal and informal education programs for patients and their families, nursing staff, or students must be based on accurate identification of the learner.
For example, an educator may believe that all parents of children with asthma need a formal class on potential hazards in the home. This perception may be based on the educator’s interaction with a few patients and may not be true of all families. Similarly, the manager of a healthcare agency might request an in-service workshop for all staff on documentation of infection control because of an isolated incident involving one staff member’s failure to appropriately follow established infection control procedures.
This break in protocol may or may not indicate that everyone needs to have an update on policies and procedures.2. Choose the right setting. Establishing a trusting environment helps learners feel a sense of security in confiding information, believe their concerns are taken seriously and are considered important, and feel respected.
Ensuring privacy and confidentiality is recognized as essential to establishing a trusting relationship.3. Collect data about the learner. Once the learner is identified, the educator can determine characteristic needs of the population by exploring typical health problems or issues of interest to that population.
Subsequently, a literature search can assist the educator in identifying the type and extent of content to be included in teaching sessions as well as the educational strategies for teaching a specific population based on the analysis of needs. For example, Bibb (2001 ) collected data about a targeted patient population at one military treatment facility and found that education programs did not provide adequate support for the growing number of participants who were older and more chronically ill.
Rutten, Arora, Bakos, Aziz, and Rowland (2005 ) studied patients with cancer to determine the characteristic learning needs of that population.4. Collect data from the learner. Learners are usually the most important source of needs assessment data about themselves. Allow patients and/or family members to identify what is important to them, what they perceive their needs to be, which types of social support systems are available, and which kind of assistance these supports can provide.
If the audience for teaching consists of staff members or students, solicit information from them as to those areas of practice in which they feel they need new or additional information. Actively engaging learners in defining their own problems and needs motivates them to learn because they are invested in planning for a program specifically tailored to their unique circumstances.
- Also, the learner is important to include as a source of information because, as noted previously, the educator may not always perceive the same learning needs as the learner.5.
- Involve members of the healthcare team.
- Other health professionals likely have insight into patient or family needs or the educational needs of the nursing staff or students as a result of their frequent contacts with both consumers and caregivers.
Nurses are not the sole teachers of these individuals; thus they must remember to collaborate with other members of the healthcare team for a richer assessment of learning needs. This consideration is especially important because time for assessment is often limited.
In addition to other health professionals, associations such as the American Heart Association, the American Diabetes Association, and the American Cancer Society are excellent sources of health information.6. Prioritize needs. A list of identified needs can become endless and seemingly impossible to accomplish.
Maslow’s (1970 ) hierarchy of human needs can help the educator prioritize so that the learner’s basic needs are attended to first and foremost before higher needs are addressed. For example, learning about a low-sodium diet cannot occur if a patient faces problems with basic physiological needs such as pain and discomfort; these latter needs must be addressed before any other higher-order learning can occur.
- Setting priorities for learning is often difficult when the nurse educator is faced with many learning needs in several areas.
- Prioritizing the identified needs helps the patient or staff member to set realistic and achievable learning goals.
- Choosing which information to cover is imperative, and nurse educators must make choices deliberately.
Educators should prioritize learning needs based on the criteria in Table 4-1 ( Healthcare Education Association, 1985, p.23 ) to foster maximum learning.
|TABLE 4-1 Criteria for Prioritizing Learning Needs
Mandatory: Needs that must be learned for survival or situations in which the learner’s life or safety is threatened. Learning needs in this category must be met immediately. For example, a patient who has experienced a recent heart attack needs to know the signs and symptoms and when to get immediate help. The nurse who works in a hospital must learn how to do cardiopulmonary resuscitation or be able to carry out correct isolation techniques for self-protection. Desirable: Needs that are not life dependent but that are related to well-being or the overall ability to provide quality care in situations involving changes in institutional procedure. For example, it is important for patients who have cardiovascular disease to understand the effects of a high-fat diet on their condition. It is desirable for nurses to update their knowledge by attending an in-service program when hospital management decides to focus more attention on the appropriateness of patient education materials in relation to the patient populations being served. Possible: Needs for information that is nice to know but not essential or required or situations in which the learning need is not directly related to daily activities. For example, the patient who is newly diagnosed as having diabetes mellitus most likely does not need to know about self-care issues that arise in relationship to traveling across time zones or staying in a foreign country because this information does not relate to the patient’s everyday activities.
Without good assessment, a common mistake is to provide more information than the patient wants or needs. To avoid this problem, the nurse must discriminate between information that patients need to know versus information that is nice for them to know.
Often, highly technical information merely serves to confuse and distract patients from the essential information they need to carry out their regimen ( Hansen & Fisher, 1998 ; Kessels, 2003 ). Education in and of itself is not always the answer to a problem. Often, healthcare providers believe that more education is necessary when something goes wrong, when something is not being done, when a patient is not following a prescribed regimen, or when a staff member does not adhere to a protocol.
In such instances, always look for other nonlearning needs. For example, the nurse may discover that the patient is not taking his medication and may begin a teaching plan without adequate assessment. The patient may already understand the importance of taking a prescribed medication, know how to administer it, and be willing to follow the regimen, but his financial resources may not be sufficient to purchase the medication.
- In this case, the patient does not have a learning need but rather requires social or financial support to obtain the medication.7.
- Determine availability of educational resources.
- The educator may identify a need, but it may be useless to proceed with interventions if the proper educational resources are not available, are unrealistic to obtain, or do not match the learner’s needs.
In this case, it may be better to focus on other identified needs. For example, a patient who has asthma needs to learn how to use an inhaler and peak-flow meter. The nurse educator may determine that this patient learns best if the nurse first gives a demonstration of the use of the inhaler and peak-flow meter and then allows the patient the opportunity to perform a return demonstration.
- If the proper equipment is not available for demonstration/return demonstration at that moment, it might be better for the nurse educator to concentrate on teaching the signs and symptoms the patient might experience when having poor air exchange than it is to cancel the encounter altogether.
- Thereafter, the educator would work immediately on obtaining the necessary equipment for future encounters.8.
Assess the demands of the organization. This assessment yields information that reflects the climate of the organization. What are the organization’s philosophy, mission, strategic plan, and goals? The educator should be familiar with standards of performance required in various employee categories, along with job descriptions and hospital, professional, and agency regulations.
Although close observation and active listening take time, it is much more efficient and effective to take the time to do a good initial assessment upfront than to waste time by having to go back and uncover information that should have been obtained before beginning instruction. Learners must be given time to offer their own perceptions of their learning needs if the educator expects them to take charge and become actively involved in the learning process. Learners should be asked what they want to learn first, because this step allays their fears and makes it easier for them to move on to other necessary content ( McNeill, 2012 ). This approach also shows that the nurse cares about what the learner believes is important. Assessment can be conducted anytime and anywhere the educator has formal or informal contact with learners. Data collection does not have to be restricted to a specific, predetermined schedule. With patients, many potential opportunities for assessment arise, such as when giving a bath, serving a meal, making rounds, and distributing medications. For staff, assessments can be made when stopping to talk in the hallway or while enjoying lunch or break time together. Informing a patient ahead of time that the educator wishes to spend time discussing problems or needs gives the person advance notice to sort out his or her thoughts and feelings. In one large metropolitan teaching hospital, this strategy proved effective in increasing patient understanding and satisfaction with transplant discharge information ( Frank-Bader et al., 2011 ). Patients and their families were informed that a specific topic would be discussed on a specific day. Knowing what to expect each day allowed them to review the appropriate handouts ahead of time and prepare questions. It gave patients and family members the time they needed to identify areas of confusion or concern. Minimizing interruptions and distractions during planned assessment interviews maximizes productivity. In turn, the educator might accomplish in 15 minutes what otherwise might have taken an hour in less directed, more frequently interrupted circumstances.
METHODS TO ASSESS LEARNING NEEDS The nurse in the role of educator must obtain objective data about the learner as well as subjective data from the learner. This section describes various methods that educators can use to assess learner needs and that should be used in combination to yield the most reliable information ( Haggard, 1989 ).
Informal Conversations Often learning needs are discovered during impromptu conversations that take place with other healthcare team members involved in the care of the client and between the nurse and the patient or his or her family. The nurse educator must rely on active listening to pick up cues and information regarding learning needs.
Staff can provide valuable input about their learning needs by responding to open-ended questions. Structured Interviews The structured interview is perhaps the form of needs assessment most commonly used to solicit the learner’s point of view. The nurse educator asks the learner direct and often predetermined questions to gather information about learning needs.
As with the gathering of any information from a learner in the assessment phase, the nurse should strive to establish a trusting environment, use open-ended questions, choose a setting that is free of distractions, and allow the learner to state what are believed to be the learning needs. It is important to remain nonjudgmental when collecting information about the learner’s strengths, beliefs, and motivations.
Nurses should take notes with the learner’s permission so that important information is not lost. The telephone is a good tool to use for an interview if it is impossible to ask questions in person. The major drawback of a telephone interview is the inability on the part of the nurse educator to perceive nonverbal cues from the learner.
What do you think caused your problem? How severe is your illness? What does your illness/health mean to you? What do you do to stay healthy? Which results do you hope to obtain from treatments? What are your strengths and limitations as a learner? How do you learn best?
If the learner is a staff member or student, the following questions could be asked:
What do you think are your biggest challenges to learning? Which skill(s) do you need help in performing? Which obstacles have you encountered in the past when you were learning new information? What do you see as your strengths and limitations as a learner? How do you learn best?
These types of questions help to determine the needs of the learner and serve as a foundation for beginning to plan an educational intervention. Focus Groups Focus groups involve getting together a small number (4 to 12) of potential learners ( Breitrose, 1988 ) to determine areas of educational need by using group discussion to identify points of view or knowledge about a certain topic.
With this approach, a facilitator leads the discussion by asking open-ended questions intended to encourage detailed discussion. It is important for facilitators to create a safe environment so that participants feel free to share sensitive information in the group setting ( Shaha, Wenzel, & Hill, 2011 ).
In research focus groups, having a facilitator who is not known to members of the group can help to prevent feelings of coercion or conflict of interest. This also should be the case for focus groups assessing learning needs, because participants may fear that sharing information about their areas of weakness may be held against them in the future.
The groups of potential learners in most cases should be homogeneous, with similar characteristics such as age, gender, and past experience with the topic under discussion. However, if the purpose of the focus group is to solicit attitudes about a particular subject or to discuss ethical issues, for example, it may not be necessary or recommended to have a homogeneous group.
Focus groups are ideal during the initial stage of information gathering to provide qualitative data for a complete assessment of learning needs and can be a rich source of information when exploring sensitive nursing issues ( Papastavrou & Andreou, 2012 ).
Self-Administered Questionnaires Nurse educators can obtain learners’ written responses to questions about learning needs by using survey instruments. Checklists are one of the most common forms of questionnaires. They are easy to administer, provide more privacy compared to interviews, and yield easy-to-tabulate data.
Learners seldom object to this method of obtaining information about their learning needs. Sometimes learners may have difficulty rating themselves and may need the educator to clarify terms or provide additional information to help them understand what is being assessed.
- The educator’s role is to encourage learners to make as honest a self-assessment as possible.
- Because checklists usually reflect what the nurse educator perceives as needs, a space should be provided for the learner to add any other items of interest or concern.
- One example of a highly reliable and valid self-assessment tool is the Patient Learning Needs Scale ( Redman, 2003 ).
This instrument is designed to measure patients’ perceptions of learning needs to manage their health care at home following a medical or surgical illness ( Bubela et al., 2000 ). Tests Giving written pretests before teaching is planned can help identify the knowledge levels of potential learners regarding a particular subject and assist in identifying their specific learning needs.
In addition, this approach prevents the educator from repeating already known material in the teaching plan. Furthermore, pretest results are useful to the educator after the completion of teaching when pretest scores are compared with posttest scores to determine whether learning has taken place. The Diabetes Knowledge Test is an example of a tool used to assess learning needs for self-management of diabetes ( Panja, Starr, & Colleran, 2005 ).
When investigating this tool, researchers compared patients’ diabetes knowledge with their glycemic control. Their findings demonstrated that an inverse linear relationship exists between performance on this diabetes test and HbA1c values. This test is available from the Michigan Diabetes Research and Training Center ( www.med.umich.edu/mdrtc/profs/survey.html#dkt ).
- Redman (2003 ) describes this and many other measurement instruments for patient education that measure knowledge and learning assessment.
- The educator must always consider the reported characteristics of the self-administered questionnaire or test before using it.
- Specific criteria to consider include what the purpose of the tool is (i.e., if it is relevant to what the nurse educator plans to assess), whether the results will be meaningful, whether each of the measured constructs is well defined, whether adequate testing of the instrument has been conducted, whether the instrument has been used in a similar setting, and whether the instrument has been used with a population similar to the educator’s.
The educator needs to consider the purpose, conceptual basis, development, and psychometric properties when evaluating the adequacy of any questionnaire or test ( Waltz, Strickland, & Lenz, 2005 ). Observations Observing health behaviors in several different time periods can help the educator draw conclusions about established patterns of behavior that cannot and should not be drawn from a single observation.
Actually watching the learner perform a skill more than once is an excellent way of assessing a psychomotor need. Are all steps performed correctly? Does the learner have any difficulty with manipulating various pieces of equipment? Does the learner require prompting? Learners may believe they can accurately perform a skill or task (e.g., walking with crutches, changing a dressing, giving an injection), but by observing the skill performance the educator can best determine whether additional learning may be needed.
Learners who can observe a videotape of themselves performing a skill can more easily identify their learning needs. In this process, which is known as reflection on action ( Grant, 2002 ), the learner identifies what was done well and what could have been done better in his or her actual performance.
Landry, Smith, and Swank (2006 ) provide evidence to support this method of assessing learning needs in their study measuring mothers’ critiques of their own videotaped responsive behaviors in the home setting that would facilitate their infants’ development. Documentations Initial assessments, progress notes, nursing care plans, staff notes, and discharge planning forms can provide information about the learning needs of clients.
Nurse educators need to follow a consistent format for reviewing charts so that they review each chart in the same manner to identify learning needs based on the same information. Also, documentation by other members of the healthcare team, such as physical therapists, social workers, respiratory therapists, and nutritionists, can yield valuable insights with respect to the needs of the learner.
- Assessing the Learning Needs of Nursing Staff Williams (1998 ) specifically addresses the importance of identifying the learning needs of staff nurses using the methods described in this section.
- WRITTEN JOB DESCRIPTIONS A written description of what is required to effectively carry out job responsibilities can reflect the potential learning needs of staff.
Such information forms the basis for establishing content in an orientation program for new staff, for example, or for designing continuing education opportunities for experienced staff members. FORMAL AND INFORMAL REQUESTS Often staff are asked for ideas for educational programs, and these ideas reflect what they perceive as needs.
When conducting a formal educational program, the educator must verify that these requests are congruent with the needs of other staff members. QUALITY ASSURANCE REPORTS Trends found in incident reports indicating safety violations or errors in procedures are a source of information in establishing learning needs of staff that education can address.
CHART AUDITS Educators can identify trends in practice through chart auditing. Does the staff have a learning need in terms of the actual charting? Is a new intervention being implemented? Does the record indicate some inconsistency with implementation of an intervention? RULES AND REGULATIONS A thorough knowledge of hospital, professional, and healthcare requirements helps to identify possible learning needs of staff.
The educator should monitor new rules of practice arising from changes occurring within an institution or external to the organization that may have implications for the delivery of care. In addition to the methods identified by Williams (1998 ), self-assessment is an important area to consider when assessing the learning needs of nursing students and staff.
Grant (2002 ), in an article about physician learning needs, identifies the significance of staff self-assessment of needs through reflection on action as well as through diaries, journals, and log books. She also cites the importance of peer review in the assessment process and, most importantly, the need to recognize that needs assessment and learning are part of daily professional life in medicine.
The strengths, limitations, opportunities, threats/barriers (SLOT/B) approach or strengths, weaknesses, opportunities, and threats (SWOT) analysis, which has been recommended as a method for self-assessment of nursing students’ learning needs ( Sherwin & Stevenson, 2011 ), is another useful assessment method that promotes professional self-reflection.
FOUR-STEP APPRAISAL OF NEEDS Panno (1992 ), expanding on Knox’s (1974, 1977, 1986 ) interest in teaching related to adult development and learning, describes a systematic approach for assessing the learning needs of staff nurses and the organizations in which they practice.
- Nox’s interpretation of how adults learn has important implications for the development and coordination of education programs that are responsive to the backgrounds and aspirations of various adult learners.
- Panno’s four steps in assessing learning needs are as follows: 1.
- Define the target population 2.
Analyze learner and organizational needs 3. Analyze the perceived needs of the learner and compare them to the actual needs 4. Use data to prioritize identified learning needs Educators can use this organizing framework to assess staff at multiple levels, from registered nurses to nursing assistants who are typically the target audiences for in-service programs in an institution.
- Panno (1992 ) points out that often plans for educational activities are based on personal preference, mandates from administration, intuition, or trends in the profession, which may meet the sponsor’s needs but not necessarily address the needs of the learner.
- The four-step, systematic approach to needs assessment is useful because it benefits all involved and justifies the resources required for the assessment process.
READINESS TO LEARN Once the educator has identified learning needs, the next step is to determine the learner’s readiness to receive information. Readiness to learn can be defined as the time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.
- Often, educators have noted that when a patient or staff member asks a question, the time is prime for learning,
- Readiness to learn occurs when the learner is receptive, willing, and able to participate in the learning process.
- It is the responsibility of the educator to discover through assessment exactly when patients or staff are ready to learn, what they need or want to learn, and how to adapt the content to fit each learner.
To assess readiness to learn, the educator must first understand what needs to be taught, collect and validate that information, and then apply the same methods used previously to assess learning needs, including making observations, conducting interviews, gathering information from the learner as well as from other healthcare team members, and reviewing documentation.
- The educator must perform these tasks before the time when actual learning is to occur.
- No matter how important the information is or how much the educator feels the recipient of teaching needs the information, if the learner is not ready, then the information will not be absorbed.
- The educator, in conjunction with the learner, must determine what needs to be learned and what the learning objectives should be to establish which domain and at which level these objectives should be classified.
Otherwise, both the educator’s and the learner’s time could very well be wasted because the established objectives may be beyond the readiness of the learner. Timing—that is, the point at which teaching should take place—is very important. Anything that affects physical or psychological comfort can affect a learner’s ability and willingness to learn.
- Consequently, a learner who is not receptive to information at one time may be more receptive to the same information at another time.
- Because the nurse often has limited contact with patients and family members as a result of short hospital stays or short visits in the outpatient setting, teaching must be brief and basic.
Timing also becomes an important factor when working with nursing staff. Readiness to learn is based on the current demands of practice and must correspond to the ever-constant changes in health care. Adults—whether they are patients, family, nursing staff, or students—are eager to learn when the subject of teaching is relevant and applicable to their everyday concerns.
|TABLE 4-2 Take Time to Take a PEEK at the Four Types of Readiness to Learn
Physical Readiness The educator needs to consider five major components of physical readiness—measures of ability, complexity of task, environmental effects, health status, and gender—because they affect the degree or extent to which learning will occur.
MEASURES OF ABILITY Ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance. Each developmental stage in life is characterized by physical and sensory abilities or is affected by individual disabilities. For example, walking on crutches is a psychomotor skill for which a patient must have the physical ability to be ready to learn.
If a person has a visual deficit, the educator can make eyeglasses or a magnifying glass available so that the patient can, for example, see the lines on a piece of equipment such as a spirometer. If the educator is conducting an in-service workshop on lifting and transfer activities, staff must have the endurance level required to return demonstrate this skill.
Creating a stimulating and accepting environment by using instructional tools to match learners’ physical and sensory abilities encourages readiness to learn. COMPLEXITY OF TASK Variations in the complexity of the task affect the extent to which the learner can master the behavioral changes in the cognitive, affective, and psychomotor domains.
The more complex the task, the more difficult it is to achieve. Psychomotor skills, once acquired, are usually retained better and longer than learning in the other domains ( Greer, Hitt, Sitterly, & Slebodnick, 1972 ). Once ingrained, psychomotor, cognitive, and affective behaviors become habitual and may be difficult to alter.
- For example, if the learner has been performing a psychomotor skill over a long period of time and then the procedural steps of the task change, the learner must unlearn those steps and relearn the new way.
- This requirement may increase the complexity of the task and put additional physical demands on the learner by lengthening the time the learner needs to adjust to doing something in a new way.
Older adults, in particular, develop elaborate cognitive schemas over the years; when they are faced with information contrary to their preexisting knowledge and beliefs, they find the effort to change difficult, confusing, and time consuming ( Kessels, 2003 ).
ENVIRONMENTAL EFFECTS An environment conducive to learning helps to hold the learner’s attention and stimulate interest in learning. Unfavorable conditions, such as extremely high levels of noise or frequent interruptions, can interfere with a learner’s accuracy and precision in performing cognitive and manual dexterity tasks.
Intermittent noise tends to have greater disruptive effects on learning than the more rapidly habituated steady-state noise. McDonald, Wiczorek, and Walker (2004) examined background noise and interruption to determine their effects on college students learning health information.
- The results of their research suggest that distraction, including noise, during health teaching adversely affects readiness to learn.
- Older adults, in particular, need more time to react and respond to stimuli.
- Increased inability to receive, process, and transmit information is a characteristic of aging.
Environmental demands that make older persons feel rushed to perform tasks in a short time frame can overwhelm them. When an activity is self-paced, older learners respond more favorably. HEALTH STATUS The amounts of energy available and the individual’s present comfort level are factors that signi ficantly influence that individual’s readiness to learn.
Energy-reducing demands associated with the body’s response to illness require the learner to expend large amounts of physical and psychic energy, leaving little reserve for actual learning. Nurse educators must seriously consider a person’s health status, whether well, acutely ill, or chronically ill, when assessing for readiness.
Healthy learners have energy available for learning. In such a case, readiness to learn about health-promoting behaviors is based on their perception of self-responsibility. The extent to which an individual perceives illness to potentially affect future well-being influences that person’s desire to learn preventive and promotion measures.
If learners perceive a threat to their quality of life, they likely will seek more information in an attempt to control the negative effects of an illness ( Bubela & Galloway, 1990 ). Learners who are acutely ill tend to focus their energies on the physiological and psychological demands of their illness.
Learning is minimal in such persons because most of these individuals’ energy is needed for the demands of the illness and gaining immediate relief. Any learning that may occur should be related to treatments, tests, and minimizing pain or other discomforts.
- As these patients improve and the acute phase of illness diminishes, they can then focus on learning follow-up management and the avoidance of complications.
- Educators must assess the readiness to learn of acutely ill patients by observing their energy levels and comfort status.
- Improvement in physical status usually results in more receptivity to learning.
However, medications that induce side effects such as drowsiness, mental depression, impaired depth perception, decreased ability to concentrate, and learner fatigue also reduce task-handling capacity. For example, giving a patient a sedative prior to a learning experience may result in less apprehension, but cognitive and psychomotor abilities may be impaired.
- In contrast to acute illness, chronic illness has no time limits and is of long-term duration.
- Models of how people deal with chronic illness also are useful as frameworks for understanding readiness to learn ( Lubkin & Larsen, 2013 ).
- The physiological and psychological demands vary in chronic illness and are not always predictable.
Patients may go through different stages in dealing with their illness, similar to the adjustment stages of a person experiencing a loss ( Boyd, Gleit, Graham, & Whitman, 1998 ). If the learner is in the avoidance stage, readiness to learn likely will be limited to simple explanations because the patient’s energy is concentrated on denial.
- Over time, energy levels stabilize and become redirected as awareness of the realities of the situation increase.
- Readiness to learn may be indicated by the questions the patient asks.
- Exploring another perspective, Telford, Kralik, and Koch (2006 ) encourage health professionals to listen carefully to their patients’ stories of how they actually experience the illness, rather than attempt to categorize patients into specific stages.
Listening to patient stories may provide clues as to individuals’ readiness to learn. Burton (2000 ) describes the Corbin and Strauss (1991 ) chronic illness trajectory framework. This framework reflects the continual nature of adaptation required in living with chronic illness.
- In contrast to the Corbin and Strauss model, Patterson (2001 ) describes a shifting perspectives model that suggests living with chronic illness is an ongoing and continually dynamic process.
- This model provides an explanation of variations in attention to symptoms over time.
- Individuals’ perspectives shift in the degree to which illness is in the foreground or background of their world.
It is important for nurse educators to understand this cycle when assessing readiness to learn, because they cannot assume that an approach that worked at one time will be just as effective at another time. The receptivity to learning and practicing self-care measures of a person who is chronically ill is not static, but rather fluctuates over time.
- GENDER Research indicates that women are generally more receptive to medical care and take fewer risks with their health than do men ( Ashton, 1999 ; Bertakis, Rahman, Helms, Callahan, & Robbins, 2000 ; Rosen, Tsai, & Downs, 2003 ; Stein & Nyamathi, 2000 ).
- This difference may arise because women traditionally have taken on the role of caregivers and, therefore, are more open to health promotion teaching.
In addition, women have more frequent contacts with health providers while bearing and raising children. Men, by comparison, tend to be less receptive to healthcare interventions and are more likely to be risk takers. A good deal of this behavior is thought to be socially induced.
Changes are beginning to be seen in the health-seeking behavior of men and women as a result of the increased focus on healthier lifestyles and the blending of gender roles in the home and workplace. Emotional Readiness Learners must be emotionally ready to learn. Like physical readiness, emotional readiness includes several factors that need to be assessed.
These factors include anxiety level, support system, motivation, risk-taking behavior, frame of mind, and developmental stage. ANXIETY LEVEL Anxiety influences a person’s ability to perform at cognitive, affective, and psychomotor levels. In particular, it affects patients’ ability to concentrate and retain information ( Kessels, 2003 ; Stephenson, 2006 ).
- The level of anxiety may or may not be a hindrance to the learning of new skills: Some degree of anxiety is a motivator to learn, but anxiety that is too low or too high interferes with readiness to learn.
- On either end of the continuum, mild or severe anxiety may lead to inaction on the part of the learner.
If anxiety is low, the individual is not driven to take steps to promote his or her health or prevent diseases. Moderate anxiety, however, drives someone to take action. As the level of anxiety increases, emotional readiness peaks and then begins to decrease in an inversely U-shaped curvilinear manner based on the Yerkes-Dodson law ( Ley, 1979 ), as shown in Figure 4-1,
A moderate level of anxiety is best for success in learning and is considered the optimal time for teaching. Fear is a major contributor to anxiety and, therefore, negatively affects readiness to learn in any of the learning domains. The performance of a task in and of itself may be fear inducing to a patient because of its very nature or meaning.
For example, learning self-administration of a medication by injection may produce fear for the patient because of the necessity of self-inflicted pain and the perceived danger of the needle breaking off into the skin. A staff member or nursing student, in contrast, may have real difficulty mastering a skill because of the fear of harming a patient or of failing to do a procedure correctly.
Fear may also lead patients to deny their illness or disability, which interferes with their ability to learn. If a situation is life threatening or overwhelming, anxiety will be high and readiness to learn will be diminished. Although teaching may be imperative for survival, learning usually can take place only if instructions are simple and are repeated over and over again.
In such circumstances, families and support persons also should be educated to reinforce information and assist with caregiving responsibilities. In later stages of adaptation, acceptance of illness or disability allows the individual to be more receptive to learning because anxiety levels are less acute.
Discovering which stressful events or major life changes the learner is experiencing gives the educator clues about that person’s emotional readiness to learn. The nurse must first identify the source and level of anxiety. High stress levels can be moderated by encouraging the person to participate in activities such as support groups and the use of relaxation techniques such as imagery and yoga ( Stephenson, 2006 ).
After anxiety levels have been moderated and anxiety has been lessened, education is an excellent intervention to spur someone to take action when dealing with a stressful life event.
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Who is the center of education?
THE CHILD IS THE CENTER OF THE TEACHING-LEARNING PROCESS.
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Who made 5 pillars of education?
UNESCO’S FIVE PILLARS OF EDUCATION.
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What are the 4 pillars of education?
2. THE FOUR PILLARS OF EDUCATION FOR THE 21 st CENTURY – The four pillars of Education for the 21 st century that Jacques Delors (2001) refers to UNESCO, in the form of a report, comprises: Learning to Know, Learning to do, Learning to Live and Learning to Be. We present below a brief discussion of each of these pillars.
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What are the 4 pillars of teaching?
What is Learning to Be in the Four Pillars of Education? – In the 21st century, education is no longer about memorizing facts or regurgitating information. Instead, it’s about learning how to think critically, solve problems and become a lifelong learner.
This shift in thinking has led to the Four Pillars of Education: creativity, critical thinking, communication and collaboration. Creativity is all about thinking outside the box and coming up with new ideas. It’s important for students to be able to tap into their creative side as they’ll need to be innovative in order to succeed in today’s ever-changing world.
Critical thinking is an essential skill that all students must learn in order to be successful. They need to be able to analyze information and make thoughtful decisions. Communication is another key pillar of education. In order for students to collaborate effectively, they need to be able to communicate clearly and concisely.
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Who is higher than a boss?
President – In some corporations and organizations, the president is the leader of the company’s executive group, In the corporate world, however, the president often refers to someone who is the leader of a segment or critical part of the overall company, rather than the leader of the overall company.
In some instances, the president is also the CEO. In small businesses, the president might also be the owner of the company. In an organization or company where a CEO is already in charge, the president is the second in command. In the corporate world, presidents often hold the position of chief operating officer (COO).
The COO, responsible for day-to-day operations, has vice presidents for different parts of the company reporting to them.
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Is the principal the boss of the school?
Australia and New Zealand – In many Australian and New Zealand schools, a headmaster/principal is the head of a school who has been appointed to her/his position by the, superintendent, or other body. The principal, often in conjunction with the school board, makes the executive decisions that govern the school, as well as having the authority over the employment (and in some cases firing) of teachers.
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Who is more powerful boss or CEO?
Who is the most powerful, CEO or Chairman? If you want to witness a great battle (and I mean better than the finale of Gladiator!) then put yourself between a feuding Chairman and CEO! Of course, these battles are rare but they do make for good (or bad) viewing when they do happen. But who has more power, the CEO or the Chair? A common question perhaps and although their roles differ, both have the same defined goal: ensuring the business is profitable and importantly, sustainable.
- A high profile example, often cited, is Bill Gates of Microsoft.
- In 1981 when the company was incorporated, Gates was appointed both chairman and CEO.
- This is a common theme amongst fast growing businesses; the CEO has a “dual role”.
- Some 20 years later, Gates relinquished his CEO duties to Steve Ballmer but remained as chairman.
So as far back as 2000, people were asking “which one is more powerful?”In short, the CEO is the company’s head and is put in this leading position to ultimately make decisions that guide the daily (and longer term) course for the business. So what is the job of the chairman? Most companies will have several executive directors responsible for the day to day running of the business and these director report directly to the CEO.
Above all others, the CEO is the top decision maker in the business who will delegate responsibilities to their executive management team. This delegating of responsibilities happens so that the CEO can form the strategic plan, deciding on which markets to enter, forming strategies on how to challenge the competition and in many cases choosing the right partners to execute the strategic plan.In most cases, especially in smaller or mid market businesses, the CEO will more often than not be the founder.
This is not to say that large companies do not retain their founder as CEO – obvious high profile examples include Facebook (Mark Zuckerberg co-founded the largest social networking site with college friends and serves as both chairman and CEO of Facebook) and Amazon (where Jeff Bezos still rules as CEO and Chairman – and some would say “King of Retail”).
- While CEOs do run the company, they are (at least theoretically) responsible and accountable to the board of directors and its chairman.
- The board is there to provide an evaluation of the performance of their CEOs, which will ultimately boil down to whether or not the company is profitable and/or succeeding.
Remember that not all companies need to be “profitable” to be considered “successful” – see a recent list of so-called Unicorns where losses often run to the tens of millions and even billions of dollars! But that’s another story for another day!While the CEO makes key decisions, there are occasions like critical situations where they have to consult with the board for approval (more so in Public Companies with multiple shareholders).
This means that a decision by a CEO can be overturned by the board. How often this is the case is another matter. With the discussion above, one may feel the Chairman holds the balance of power and whilst on a technical level that is correct (especially in the USA where every company has a statutory requirement to shove a Chairman) this is not, perhaps reflected in many cases.
In basic terms, the Chairman is the head of a board of directors and is in this position because they are elected by the shareholders. The over-arching responsibility of the Chairman is to protect shareholders’ interests and ensure the company is run profitably and in a stable fashion.
As well as stability and profitability the Chairman reviews the financial results and provides an assessment of the performance of high-level managers – including the CEO. Given this responsibility, the Chairman has the right to fire senior managers like the CEO should their performance be inadequate.
Like a board’s non-executive directors, the Chairman does not get involved in the day to day running of the business but does hold the power to set the agenda of the board and influence the outcome of votes. On paper, the chairman is superior. In reality, this power is often somewhat dormant, especially in private companies where the CEO holds a majority, if not all the shares.
While many companies do have a dual role of CEO/Chairman, major issues can flow from this decision – for instance, it is the board that decides how to increase executive pay, and a conflict of interest arises when the chairman of the board also happens to be the CEO. Ultimately, they are voting on their own compensation.Another topic on the agenda in most board rooms post Enron et al is “Corporate Governance”.
With the Chairman being the arbiter of governance matters, a dual appointment holder can easily abuse that power by not really having “an open eye”. Having a separate chair allows for a better observation of what’s going on and many would argue this leads to better corporate governance.
- While the Chairman technically has higher level powers, the CEO is indeed “the boss” of a company.
- And yes, the CEO does (by the letter of the law) answer to their board of directors, which is ultimately headed by the chairman.
- A CEO is concerned with executing strategies that have been approved by the board so the ultimate fate of a CEO rests on how satisfied the board is with what they have done with the company.
Then again, there are cases when both the chairman and CEO positions are held by the same person, as is the case with a lot of companies who retain their founders in powerful positions. NOTES Ian Wright is the Founder and CEO of and has worked with 100s of companies to appoint non-executive directors and chairs. Ian Wright CEO & Portfolio NED
VirtualNonExecs is a global membership network operating in the UK, USA and UAE.He sits on the boards of three privately held companies as non-executive director and has built multiple businesses that have gone on to sell to private equity and trade buyers.If you need help with such an appointment, Ian is contactable on [email protected]
Who ranks best in education?
Education Rankings by Country 2023
Who has the best education in the world?
Finland – Finland has one of the best educational systems in the world. In areas like mathematics, science, and literacy, Finland has outperformed many well-known countries worldwide. Universities and Universities of Applied Sciences are the two types of colleges.
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Which teacher gets paid the most?
4. Professor – When you are looking for the best-paid teaching jobs for your area of interest or specialized skill, then you may consider working as a professor in a college or university. A college professor prepares course material, teaches students in a classroom environment, and grades student work.
- In some colleges or universities, a professor may also take on research and laboratory work that leads to new discoveries or updated details in an area of study.
- Professors may also publish their work in professional journals or books.
- A professor needs a minimum of a master’s degree to qualify for a teaching position; however, many schools may also require professors to obtain a doctorate before they qualify for a full-time position.
The average salary for a college or university professor is around $78,470 per year. Keep in mind that the average income depends on the state and the position. If you are not working as a full-time professor, then you may have a lower income level. You can also expect your income to change over time.
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What do you call the head of a school?
A principal or a headmaster is the head of a school who is responsible for the work happening in a school.
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What is another name for the principal of a school?
Headmistress master schoolmaster headmaster pedagogue pedagog head principal head teacher school pri
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This simulation can be used to explore pressure under and above water and see how pressure changes as you change fluids, gravity, container shapes, and volume.
Sample learning objectives include:
*Describe how pressure changes in air and water as a function of depth.
*Describe what variables affect pressure.
*Predict pressure in a variety of situations.
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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out. | <urn:uuid:abc2bac0-553c-4a5d-bd27-149486364496> | CC-MAIN-2024-10 | https://www.stem.org.uk/resources/elibrary/resource/36013/under-pressure | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00893.warc.gz | en | 0.964397 | 166 | 3.09375 | 3 | 1,118 |
Instructors commonly cope with a missed test or failed exam (this may also apply to quizzes) by letting students drop their lowest score. Sometimes the lowest score is replaced by an extra exam or quiz. Sometimes the tests are worth different amounts, with the first test worth less, the second worth a bit more, and the third worth more than the first two—but not as much as the final.
There are various advantages and disadvantages to these approaches. Dropping the lowest score means no or fewer make-up exams or quizzes, which is a good thing for the teacher. It also makes it possible for students to do poorly on one assessment and still do well in the course. However, the material on that dropped exam or failed quiz is lost, as the student doesn’t or didn’t have to learn it. The replacement test has the advantage of holding the student responsible for all the content in the course, and replacement tests offered at the end of the course can be excellent preparation for the final. However, this means the teacher has to construct another test. Progressively weighting the value of the tests does give students the opportunity to “learn” how the professor tests. For some students who assume that course content is a breeze, the first exam can serve as a wakeup call, and if it counts less there is still time to do well in the course.
But are we focusing on the question we should be asking about these various alternatives? Raymond J. MacDermott suggests that we aren’t. “The true question with each should regard the impact on student learning.” (p. 365) How do these various alternatives affect what students learn in the course? It’s a straightforward, obvious question, but despite that, it’s not one frequently addressed in discussion of these alternatives, and it’s not one that has been explored much empirically.
In a small study undertaken in three sections of intermediate macroeconomic theory, MacDermott compared three assessment policies in terms of their impact on the cumulative final exam score: 1) three in-class exams each worth 20 percent of the grade; 2) three in-class exams with the lowest exam score dropped and the other two exams each worth 30 percent of the grade; and 3) three in-class exams (each worth 20 percent), plus the option of an end-of-course exam whose score is permitted to replace the lowest score on the other three exams.
Students in the section that could drop an exam “engaged in some form of strategic test taking.” (p. 366) They under-studied or entirely missed one of the exams. However, this did not affect grades on the final. In fact, “allowing students to drop their lowest exam score actually led to better performance on the cumulative final exam.” (p. 368). The opportunity to take a replacement exam did not improve final exam performance for those students who took this extra exam.
The results of this study are at odds with previous research. Findings from a principles of microeconomics course cited in this study showed that dropping a test grade negatively affected scores on the cumulative final. The value of this work is not so much in the study results, but in the important questions it raises about exam assessment policies. Yes, the convenience of the student and the instructor do matter, but are they as important as the learning objectives of the course? Shouldn’t our assessment policies be those that promote the most learning for students? And shouldn’t the impact of the assessment policies in use be analyzed with collected evidence?
Reference: MacDermott, R.J. (2013). The impact of assessment policy on learning: Replacement exams or grade dropping. Journal of Economic Education, 44 (4), 364-371.
Reprinted from The Teaching Professor, 28.3 (2014): 6. © Magna Publications. All rights reserved. | <urn:uuid:d7566721-812a-4a55-9a2d-cce13e2d4e14> | CC-MAIN-2024-10 | https://www.facultyfocus.com/articles/educational-assessment/calculating-final-course-grades-what-about-dropping-scores-or-offering-a-replacement/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948223038.94/warc/CC-MAIN-20240305060427-20240305090427-00893.warc.gz | en | 0.958412 | 811 | 2.890625 | 3 | 1,119 |
Solar thermal energy
Solar thermal energy
Solar energy as a natural resource holds enormous potential. The annual solar energy irradiated onto the continents is about 5,000 times the global demand for primary energy. GUNT optimally supports the education of specialists towards utilising this potential in the future.
Fundamentals of solar thermal energy use
Solar thermal energy is defined as using solar power to provide heat. The heat can be used for heating in the home and for heating domestic water, as well as for process heat in industry and for steam generation in power stations and even for cooling.
ET 202 Principles of solar thermal energy
The ET 202 trainer allows you to investigate fundamental aspects of solar thermal energy use with a flat collector.
- lighting unit for operation independent of weather conditions
- hot water storage tank with electrical auxiliary heater
- inclinable flat collector with replaceable absorbers
- network capability: observe, acquire, analyse experiments via customer’s own network
ET 202.01 Parabolic trough collector
To extend the range of experiments, the parabolic trough collector ET 202.01 is available as an accessory.
- pivoting parabolic trough collector with highly reflective mirror
- absorber tube with selective coating and evacuated double-walled glass tube
Concentrating solar thermal energy
ET 203 Parabolic trough collector with solar tracking
With ET 203, main aspects of solar thermal energy use are being investigated, applied to the parabolic trough collector.
- mobile parabolic trough collector with motorized two-axis tracking
- astronomical and sensor-based tracking
- integrated router for operation and control via an end device and for screen mirroring on additional end devices: PC, tablet, smartphone
Azimuth and elevation tracking
The orbital and rotational movement of the earth causes the sun’s elevation and of the sun’s altitude (elevation) and orientation (azimuth). ET 203 can be tracked via two geared motors to track the position of the sun.
motorized two-axis tracking
sensor-based control or control according to calculated astronomical data
Operation and control
Operation and control are carried out via the integrated PLC and touch screen. By means of an integrated router, the trainer can alternatively be operated and controlled via an end device. The user interface can also be displayed on additional end devices (screen mirroring).
Solar thermal energy for domestic water heating
HL 313 Flat collector / HL 314 Vacuum tube collector
The flat collector HL 313 or the vacuum tube collector HL 314 can be used to demonstrate the principal aspects of solar thermal domestic water heating in a system with components used in real world applications.
- systems with heat exchanger and two separate circuits
- solar controller with data logger and integrated router for operation via web browser using an end device and for tracking experiments on numerous end devices: PC, tablet, smartphone
Here you can find further information about the products:
HL 313.01 Artificial light source
The artificial light source HL 313.01 as an accessory enables solar energy experiments independently of natural sunlight, for example in closed laboratory rooms.
- light source comprising halogen lamps
- reproducible test conditions for trainers on solar energy
Solar thermal energy in modular systems for domestic supply
Doing away with a conventional heating system represents a genuine alternative for modern residential buildings with good thermal insulation in many cases. The combination of solar thermal collectors with a heat pump very often guarantees significant savings with reliable year-round supply.
HL 320 Modular system
The HL 320 modular system allows experiments on the generation, storage and use of heat from renewable energies. The modular concept of the HL 320 system allows you to create a variety of configurations.
Heat pump HL 320.01 Conventional heating HL 320.02 Flat collector HL 320.03 Evacuated tube collector HL 320.04 Central storage module with controller HL 320.05 Underfloor heating / geothermal energy absorber HL 320.07 Fan heater / air heat exchanger HL 320.08
HL 320.01» About the product
HL 320.02» About the product
HL 320.03» About the product
HL 320.04» About the product
HL 320.05» About the product
Underfloor heating /
geothermal energy absorber
HL 320.07» About the product
Fan heater /
air heat exchanger
HL 320.08» About the product
GUNT supports technical education and engineering studies with a free E-Learning course on solar thermal energy.
multi-media online course, which enables learning independent of time and place
check through targeted review of the learning objectives
all content is free of charge - you are welcome to use extracts for your lectures
In our download area for solar thermal energy, you will find all documents available as PDF in one place.
You are also welcome to use extracts for your lessons. | <urn:uuid:1b505dee-3e3d-49a0-8716-e434a7b73a77> | CC-MAIN-2024-10 | https://www.gunt.de/en/highlights/equipment-series/solar-line-solar-thermal-energy?googleTranslate=1 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473690.28/warc/CC-MAIN-20240222030017-20240222060017-00093.warc.gz | en | 0.820581 | 995 | 3.0625 | 3 | 1,120 |
If you’re an educator in an adult learning environment, we’ve developed learning resources to help your learners explore how voting, New Zealand’s government and issues that local communities face all affect one another. We developed the resources with advice from ACE Aotearoa.
The resources focus on connecting voting to your learners’ own lives to deepen their understanding of how New Zealand’s government works.
The material is flexible and you can adjust it to suit your learners’ needs and experiences.
The resources will help your learners critically examine:
- systems of government
- community issues. | <urn:uuid:35a26050-2c26-41df-b902-81231c37f456> | CC-MAIN-2024-10 | https://elections.nz/getting-involved/educating-adults-and-communities/?ref=nav | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00093.warc.gz | en | 0.926327 | 126 | 2.9375 | 3 | 1,121 |
Why is it that some people find it easy to solve tough problems with simple solutions while others find this feat nearly impossible? You've no doubt looked at solutions to problems and said, I should have thought of that." But you didn't. The answer is not just creativity, although that certainly helps. Rather, the power to find these creative solutions lies in our ability to search for and find facts that relate to the situation, and put them together in ways that work. An individual can only know so many facts, but by tapping into the knowledge of others (staff, colleagues, family, or friends), anyone can expand the range of solutions available. This two-day workshop will help you teach participants how to do just that.
Upcoming start dates
Contact provider for more information.
- North America
Who should attend?
What is Problem Solving?
To begin, participants will explore just what problem solving and decision making means. We will also look at different types of decisions, the difference between facts and information, and common decision making traps.
Problem Solving Styles
This session will explore the four types of problem solvers. Then, participants will work in small groups to identify their strengths and weaknesses, and how to use that knowledge to become better problem solvers.
This hour long exercise will ask participants to imagine that they are in a crisis situation. It will give them a framework to solve the problem and make decisions.
The Problem Solving Model
During this session, participants will learn about a three-phase model that they can apply to most problems. They will also have an opportunity to apply the model to two situations.
The Problem Solving Toolkit
This module will look at eleven basic problem solving tools and two advanced tools (the gradients of agreement and fishbone analysis). Then, participants will apply these tools to a case study in a large group discussion.
Thinking Outside the Box
Participants will discuss ways to encourage creative thinking, including brainstorming and the random word method.
Decision Making Case Study
The afternoon of Day Two will be spent working on a case study. Participants will work in small groups to solve five different problems, and will be rewarded based on the quality of their decisions.
At the end of the day, students will have an opportunity to ask questions and fill out an action plan.
Course delivery details
- Increase awareness of problem solving steps and problem solving tools.
- Distinguish root causes from symptoms to identify the right solution for the right problem.
- Improve problem solving and decision making skills by identifying individual problem solving styles.
- Think creatively and work towards creative solutions.
- Recognize the top ten rules of good decision-making.
Why choose BBLN?
In operation for over 20 years, Building Blocks takes a consultative approach to customer engagement to deeply asses the needs. We offer a variety of options for consideration.
All of our instructors have a minimum of 20 years of teaching experience using adult learning theory.
We can proudly say that our customers routinely say we exceeded their expectations and in doing so, we offer many benefits that are included in the service and pricing.
Contact this provider
Building Blocks Learning Network
Building Blocks Learning Network (Building Blocks) is a training company with over 20 years of experience in Adult Education. Our specific expertise includes professional development in the areas of Executive Leadership, Management and Leadership, Coaching, Policy Development, How Government Works,... | <urn:uuid:1b9160d8-fca5-43ce-82c9-3533fe99c2f5> | CC-MAIN-2024-10 | https://www.findcourses.com/training-supplier/building-blocks-learning-network/problem-solving-and-decision-making-corporate-1917663 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474686.54/warc/CC-MAIN-20240227184934-20240227214934-00093.warc.gz | en | 0.934577 | 703 | 3.734375 | 4 | 1,122 |
Expressing Rational Numbers As Decimals Worksheet – There’s plenty of evidence to prove that number worksheets can aid children to build their math skills. This article will highlight significance of number worksheets for kids. We will discuss the benefits and different types of number worksheets.
Also, we will look at two case studies that show how number worksheets helped students improve their math skills in the shortest period.
Purpose of Using a Numbers Worksheet and How It Helps Educators
A worksheet with numbers can be used for helping students to practice the fundamental math skills they learned in class. Students can use it for individual practice or group activities. Students can also use it to test their understanding of the area.
A numbers worksheet helps educators provide an easy and quick way to evaluate students’ understanding of specific math skills. In addition, educators can make use of these worksheets to verify that students are on track to their learning objectives and make any necessary adjustments.
5 Effective Ways You Can Use a Numbers Worksheet to Teach Children Math
A worksheet on numbers is a sheet of paper with columns and rows designed for teaching children math. They are commonly used in elementary school. This article will provide you with five methods to make use of the numbers worksheet to teach kids math.
One method is making the child copy the numbers from the top row to the appropriate column. Another option is coloring each number that is the same color of its corresponding column. The right-hand side is the best option. The third option is counting loudly as they fill in each row either on their own or with help from an adult. The fourth method is using the number list and filling in each number that corresponds to its position on the line, beginning at zero and working their way up until they reach nine.
Final Thoughts on the Numbers Worksheet
We hope this article has helped you comprehend the numbers worksheet and how you can utilize it in your company.
Expressing Rational Numbers As Decimals Worksheet Uploaded by admin on Thursday, June 2nd, 2022. We have 3 great pictures of Expressing Rational Numbers As Decimals Worksheet. Find AlphabetWorksheetsFree.com on category Numbers.
Here we have 3 great printables about Expressing Rational Numbers As Decimals Worksheet. We hope you enjoyed it and if you want to download the pictures in high quality, simply just click the image and you will be redirected to the download page of Expressing Rational Numbers As Decimals Worksheet. | <urn:uuid:f4773f0d-d52a-41bf-8220-d96b969b1b14> | CC-MAIN-2024-10 | https://www.alphabetworksheetsfree.com/expressing-rational-numbers-as-decimals-worksheet/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00093.warc.gz | en | 0.916306 | 520 | 3.890625 | 4 | 1,123 |
As a teacher I have often considered myself more as a classroom manager and a facilitator than someone who knew everything about the material to be covered. Certainly teachers prepare their lessons to have knowledge of the material but the ultimate goal is to facilitate the students understanding of the information.
One of the courses I have taught for a long time is entrepreneurship to adults. Part of the entrepreneurial course materials involves understanding how the business owner can manage staff. As I researched management techniques I found a simple one that works for me both in the classroom and as a skill to relay to small business owners.
The book The One Minute Manager, by Blanchard and Johnson, (2003), provides the basis of this information. There are three concepts of effective management and they are easy to understand but take practice to implement. The first rule is one-minute goalsetting. People need to know what is expected of them and they need to be taught how to do the desired task or skill. Teaching involves telling, showing, letting them try, observing their behavior, providing them feedback, and repeating the process until the skill is developed. I like the story Blanchard tells about giving students the final exam the first day of the class and then spending the rest of the semester teaching the material to the student.
The second technique is one-minute praising. The idea simply is to try to catch people doing things right and reinforce the correct behavior. You need to be specific about what they are being reinforced for and the feedback needs to be provided immediately. The desired behaviors and learning objectives are shaped through successive approximations of the desired outcome. Reinforcement along the way develops the desired skills.
The third technique is a one-minute reprimand. If people have the skills but are not performing up to the desired result or standard, then in a one-minute meeting, the student or employee, is told specifically what they need to do to correct the inappropriate behavior. Following the one-minute reprimand the student or employee is told that they are doing well but that particular behavior needs to be corrected.
I have found that this simple model works extremely well. There is certainly a great deal of information about how to manage a classroom but based on the law of parsimony, which states that among competing options the simplest may be true, I think there is value to this process.
The success of this method is all begun and based on one-minute goal setting. Taking time to develop clearly defined goals is not that easy. In education we develop learning objectives and these then become goals. The principles can be applied by an individual for that individual. As Blanchard, et. al., (2005), states, having clearly defined goals, controlling rewarding yourself, and reprimanding yourself can be effective skills for having a more productive and happier life.
Blanchard, K. H. and Johnson, S. (2003). The One Minute Manager. Harper Collins Publisher.
Blanchard, K. H., Fowler, S., and Hawkins, L., (2005) Self Leadership and the One Minute Manager. Harper Collins Publisher. | <urn:uuid:721ea369-3f54-4d81-b417-5c882d8757f5> | CC-MAIN-2024-10 | https://www.walkey.ca/2017/10/19/management-in-the-classroom/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00093.warc.gz | en | 0.959915 | 626 | 3.046875 | 3 | 1,124 |
Assessing student learning is a critical component of effective teaching and plays a significant role in fostering academic success. We will explore six different types of assessment and evaluation strategies that can help K-12 educators, school administrators, and educational organizations enhance both student learning experiences and teacher well-being.
We will provide practical guidance on how to implement and utilize various assessment methods, such as formative and summative assessments, diagnostic assessments, performance-based assessments, self-assessments, and peer assessments.
Additionally, we will also discuss the importance of implementing standard-based assessments and offer tips for choosing the right assessment strategy for your specific needs.
Importance of Assessing Student Learning
Assessment plays a crucial role in education, as it allows educators to measure students’ understanding, track their progress, and identify areas where intervention may be necessary. Assessing student learning not only helps educators make informed decisions about instruction but also contributes to student success and teacher well-being.
Assessments provide insight into student knowledge, skills, and progress while also highlighting necessary adjustments in instruction. Effective assessment practices ultimately contribute to better educational outcomes and promote a culture of continuous improvement within schools and classrooms.
1. Formative assessment
Formative assessment is a type of assessment that focuses on monitoring student learning during the instructional process. Its primary purpose is to provide ongoing feedback to both teachers and students, helping them identify areas of strength and areas in need of improvement. This type of assessment is typically low-stakes and does not contribute to a student’s final grade.
Some common examples of formative assessments include quizzes, class discussions, exit tickets, and think-pair-share activities. This type of assessment allows educators to track student understanding throughout the instructional period and identify gaps in learning and intervention opportunities.
To effectively use formative assessments in the classroom, teachers should implement them regularly and provide timely feedback to students.
This feedback should be specific and actionable, helping students understand what they need to do to improve their performance. Teachers should use the information gathered from formative assessments to refine their instructional strategies and address any misconceptions or gaps in understanding. Formative assessments play a crucial role in supporting student learning and helping educators make informed decisions about their instructional practices.
Check Out Our Online Course: Standards-Based Grading: How to Implement a Meaningful Grading System that Improves Student Success
2. Summative assessment
Summative assessments are designed to evaluate student learning at the end of a specific instructional period. These assessments are often used to determine a student’s mastery of the content or skills taught and to assign grades or determine readiness for the next level of instruction.
Examples of summative assessments include final exams, end-of-unit tests, standardized tests, and research papers. To effectively use summative assessments in the classroom, it’s important to ensure that they are aligned with the learning objectives and content covered during instruction.
This will help to provide an accurate representation of a student’s understanding and mastery of the material. Providing students with clear expectations and guidelines for the assessment can help reduce anxiety and promote optimal performance.
Summative assessments should be used in conjunction with other assessment types, such as formative assessments, to provide a comprehensive evaluation of student learning and growth.
3. Diagnostic assessment
Diagnostic assessment, often used at the beginning of a new unit or term, helps educators identify students’ prior knowledge, skills, and understanding of a particular topic.
This type of assessment enables teachers to tailor their instruction to meet the specific needs and learning gaps of their students. Examples of diagnostic assessments include pre-tests, entry tickets, and concept maps.
To effectively use diagnostic assessments in the classroom, teachers should analyze the results to identify patterns and trends in student understanding.
This information can be used to create differentiated instruction plans and targeted interventions for students struggling with the upcoming material. Sharing the results with students can help them understand their strengths and areas for improvement, fostering a growth mindset and encouraging active engagement in their learning.
4. Performance-based assessment
Performance-based assessment is a type of evaluation that requires students to demonstrate their knowledge, skills, and abilities through the completion of real-world tasks or activities.
The main purpose of this assessment is to assess students’ ability to apply their learning in authentic, meaningful situations that closely resemble real-life challenges. Examples of performance-based assessments include projects, presentations, portfolios, and hands-on experiments.
These assessments allow students to showcase their understanding and application of concepts in a more active and engaging manner compared to traditional paper-and-pencil tests.
To effectively use performance-based assessments in the classroom, educators should clearly define the task requirements and assessment criteria, providing students with guidelines and expectations for their work. Teachers should also offer support and feedback throughout the process, allowing students to revise and improve their performance.
Incorporating opportunities for peer feedback and self-reflection can further enhance the learning process and help students develop essential skills such as collaboration, communication, and critical thinking.
Self-assessment is a valuable tool for encouraging students to engage in reflection and take ownership of their learning. This type of assessment requires students to evaluate their own progress, skills, and understanding of the subject matter. By promoting self-awareness and critical thinking, self-assessment can contribute to the development of lifelong learning habits and foster a growth mindset.
Examples of self-assessment activities include reflective journaling, goal setting, self-rating scales, or checklists. These tools provide students with opportunities to assess their strengths, weaknesses, and areas for improvement. When implementing self-assessment in the classroom, it is important to create a supportive environment where students feel comfortable and encouraged to be honest about their performance.
Teachers can guide students by providing clear criteria and expectations for self-assessment, as well as offering constructive feedback to help them set realistic goals for future learning.
Incorporating self-assessment as part of a broader assessment strategy can reinforce learning objectives and empower students to take an active role in their education.
Reflecting on their performance and understanding the assessment criteria can help them recognize both short-term successes and long-term goals. This ongoing process of self-evaluation can help students develop a deeper understanding of the material, as well as cultivate valuable skills such as self-regulation, goal setting, and critical thinking.
6. Peer assessment
Peer assessment, also known as peer evaluation, is a strategy where students evaluate and provide feedback on their classmates’ work. This type of assessment allows students to gain a better understanding of their own work, as well as that of their peers.
Examples of peer assessment activities include group projects, presentations, written assignments, or online discussion boards.
In these settings, students can provide constructive feedback on their peers’ work, identify strengths and areas for improvement, and suggest specific strategies for enhancing performance.
Constructive peer feedback can help students gain a deeper understanding of the material and develop valuable skills such as working in groups, communicating effectively, and giving constructive criticism.
To successfully integrate peer assessment in the classroom, consider incorporating a variety of activities that allow students to practice evaluating their peers’ work, while also receiving feedback on their own performance.
Encourage students to focus on both strengths and areas for improvement, and emphasize the importance of respectful, constructive feedback. Provide opportunities for students to reflect on the feedback they receive and incorporate it into their learning process. Monitor the peer assessment process to ensure fairness, consistency, and alignment with learning objectives.
Implementing Standard-Based Assessments
Standard-based assessments are designed to measure students’ performance relative to established learning standards, such as those generated by the Common Core State Standards Initiative or individual state education guidelines.
By implementing these types of assessments, educators can ensure that students meet the necessary benchmarks for their grade level and subject area, providing a clearer picture of student progress and learning outcomes.
To successfully implement standard-based assessments, it is essential to align assessment tasks with the relevant learning standards.
This involves creating assessments that directly measure students’ knowledge and skills in relation to the standards rather than relying solely on traditional testing methods.
As a result, educators can obtain a more accurate understanding of student performance and identify areas that may require additional support or instruction. Grading formative and summative assessments within a standard-based framework requires a shift in focus from assigning letter grades or percentages to evaluating students’ mastery of specific learning objectives.
This approach encourages educators to provide targeted feedback that addresses individual student needs and promotes growth and improvement. By utilizing rubrics or other assessment tools, teachers can offer clear, objective criteria for evaluating student work, ensuring consistency and fairness in the grading process.
Tips For Choosing the Right Assessment Strategy
When selecting an assessment strategy, it’s crucial to consider its purpose. Ask yourself what you want to accomplish with the assessment and how it will contribute to student learning. This will help you determine the most appropriate assessment type for your specific situation.
Aligning assessments with learning objectives is another critical factor. Ensure that the assessment methods you choose accurately measure whether students have met the desired learning outcomes. This alignment will provide valuable feedback to both you and your students on their progress. Diversifying assessment methods is essential for a comprehensive evaluation of student learning.
By using a variety of assessment types, you can gain a more accurate understanding of students’ strengths and weaknesses. This approach also helps support different learning styles and reduces the risk of overemphasis on a single assessment method.
Incorporating multiple forms of assessment, such as formative, summative, diagnostic, performance-based, self-assessment, and peer assessment, can provide a well-rounded understanding of student learning. By doing so, educators can make informed decisions about instruction, support, and intervention strategies to enhance student success and overall classroom experience.
Challenges and Solutions in Assessment Implementation
Implementing various assessment strategies can present several challenges for educators. One common challenge is the limited time and resources available for creating and administering assessments. To address this issue, teachers can collaborate with colleagues to share resources, divide the workload, and discuss best practices.
Utilizing technology and online platforms can also streamline the assessment process and save time. Another challenge is ensuring that assessments are unbiased and inclusive.
To overcome this, educators should carefully review assessment materials for potential biases and design assessments that are accessible to all students, regardless of their cultural backgrounds or learning abilities.
Offering flexible assessment options for the varying needs of learners can create a more equitable and inclusive learning environment. It is essential to continually improve assessment practices and seek professional development opportunities.
Seeking support from colleagues, attending workshops and conferences related to assessment practices, or enrolling in online courses can help educators stay up-to-date on best practices while also providing opportunities for networking with other professionals.
Ultimately, these efforts will contribute to an improved understanding of the assessments used as well as their relevance in overall student learning.
Assessing student learning is a crucial component of effective teaching and should not be overlooked. By understanding and implementing the various types of assessments discussed in this article, you can create a more comprehensive and effective approach to evaluating student learning in your classroom.
Remember to consider the purpose of each assessment, align them with your learning objectives, and diversify your methods for a well-rounded evaluation of student progress.
If you’re looking to further enhance your assessment practices and overall professional development, Strobel Education offers workshops, courses, keynotes, and coaching services tailored for K-12 educators. With a focus on fostering a positive school climate and enhancing student learning, Strobel Education can support your journey toward improved assessment implementation and greater teacher well-being. | <urn:uuid:f4e47187-1c0c-43f8-bddb-c5e949eb1580> | CC-MAIN-2024-10 | https://strobeleducation.com/blog/assessing-student-learning-6-types-of-assessment-and-how-to-use-them/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.13/warc/CC-MAIN-20240222161802-20240222191802-00194.warc.gz | en | 0.940162 | 2,413 | 3.90625 | 4 | 1,125 |
Eureka Plus is a science series in conformity with the NCF 2005 for classes 1-8. This series delivers the targeted learning outcomes through numerous enjoyable activities, which create a productive learning environment to hone scientific temper in students.
• Structured lessons leading to easy achievement of learning objectives
• Higher Order Thinking Skills (HOTS) questions to explore existing concepts and compare them in the context of new ideas
• Well-thought-out Formative Assessments (FAs) woven into the lessons
• End-of-Semester Summative Assessments (SAs)
• Comprehensive Teacher’s handbook with lesson plans, extension activities, rubrics for assessment and evaluation and answer scheme | <urn:uuid:691c5e07-782d-4baf-90b0-25b4f3887645> | CC-MAIN-2024-10 | https://www.malikbooksellers.com/product/macmillan-eureka-plus-bringing-science-to-life-for-class-7/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475727.3/warc/CC-MAIN-20240302020802-20240302050802-00194.warc.gz | en | 0.868134 | 145 | 2.671875 | 3 | 1,126 |
Table of Contents
Embarking on the path to fluency in a new language presents a set of challenges, yet when games enter the equation, the daunting task transforms into an engaging journey. Language learning games merge the joy of play with educational objectives, turning vocabulary and grammar drills into memorable experiences. This approach not only makes the process of learning a new language more delightful but also more impactful. This article delves into a variety of language learning games, ranging from classic board games with a linguistic twist to immersive technological experiences, shedding light on their ability to revolutionize the way we learn languages.
The Importance of Engagement in Language Learning
Impact of Engagement on Retention
At its core, engagement is vital for effective learning. When learners actively engage with content, they’re more likely to absorb and retain the information. This is especially true in language learning, where engagement isn’t just beneficial, it’s critical. Games create a lively environment in which language rules are not just theoretical but are ingrained within the game’s dynamics. The emotional involvement and concentration demanded during gameplay serve to solidify language concepts in one’s memory.
Gamification and Motivation
Gamification employs gaming mechanics to enhance motivation. As learners witness their progress through points, levels, or badges, the brain’s reward system is triggered, resulting in a dopamine surge. This feel-good chemical doesn’t just promote continued participation but also reinforces the learning process. Introducing this gaming framework into language learning cultivates a goal-driven mindset and fosters a desire for continual improvement.
Combining Fun with Educational Value
The essence of integrating games into educational practices lies in balancing enjoyment with learning objectives. A thoughtfully crafted language learning game captivates learners while perfectly aligning with educational goals. This ensures that while players are absorbed in the game, they are simultaneously enhancing their language abilities, from broadening vocabulary to grasping complex grammatical structures.
Traditional Language Games Repurposed for Learning
Language Learning Twists on Classic Board Games
Familiar and straightforward classic board games can serve as excellent foundations for language learning. By adding a language-oriented spin to games such as Monopoly or Scrabble, the gameplay becomes a means to practice vocabulary and sentence composition. For example, buying a property in Monopoly could necessitate the player to use relevant vocabulary or engage in dialogue that ties in with the game scenario.
Word Games and Puzzles
Word puzzles like crosswords and anagrams can be formidable tools for vocabulary enhancement. These puzzles challenge learners to apply their lexical knowledge and solve problems. Tackling clues and letter arrangements, learners engage deeply with the language, all while enlarging their repertoire of words and expressions.
Role-Playing Games for Language Practice
Role-playing games (RPGs) are storytelling adventures that offer learners the chance to step into the shoes of different characters. RPGs allow learners to practice language within diverse social interactions and situations, closely mirroring real-life conversations. This not only reinforces language knowledge but also builds conversational confidence.
Technology-based Language Learning Games
Mobile Apps and Online Games
In the digital era, access to language learning games has skyrocketed. Mobile apps and online platforms deliver interactive experiences tailored to the individual. From grammar quizzes to interactive narratives, these digital platforms provide language practice that is thorough and engaging.
Using Virtual Reality for Immersive Language Experience
Virtual Reality (VR) represents the frontier of technology-enhanced language education. VR headsets transport learners to virtual worlds where they can interact with the surroundings and native speakers. This immersive approach offers real-world language practice within a safe, controlled environment, optimizing learning outcomes.
The Role of Social Media Challenges in Language Learning
Social media challenges have become an innovative means of engaging language learners. Platforms like TikTok and Instagram are ideal for hosting challenges that push learners to demonstrate their skills through various tasks. This not only delivers purposeful practice but also builds a community of peers, driving motivation and shared learning.
Games for Vocabulary Expansion
Flashcard Duels and Memory Games
Flashcards, a longstanding element of language study, can become even more effective when used in games, like a timed match between players, introducing a competitive edge. Memory games, where participants match words to pictures or translations, solidify recall and expand a learner’s vocabulary.
Word Matching and Categorization Games
Word matching games that pair words with their synonyms or antonyms cultivate critical thinking and pattern recognition. Categorization games challenge learners to group words, deepening their understanding of word relations and concepts in the language they’re learning.
The Picture-Word Association Approach
Visuals can greatly aid in memorization. Games that involve associating pictures with the correct target language term anchor vocabulary in a learner’s memory, especially effective for those who are visually inclined and benefit from strong imagery.
Grammar and Syntax through Games
Sentence Construction Challenges
Building sentences is a critical aspect of mastering a language. Challenges that have learners race to create grammatically correct sentences provide practical application of rules. This hands-on method extends beyond memorization, necessitating the use of syntax in a stimulating, game-centered scenario.
Grammar Correction Competitions
Grammar correction games, where players compete to spot and rectify errors, can turn into an unexpectedly entertaining activity. Such tasks sharpen grammar comprehension and foster a keen eye for detail and editing skills, which are crucial for proficient writing in the target language.
Puzzle Games to Practice Verb Conjugation
The intricacies of verb conjugation often pose hurdles to language learners. Puzzle games designed to practice verb forms enliven this aspect of learning. Handling verbs in a puzzle context helps learners consolidate their understanding of conjugation patterns, including the tricky irregular forms.
Developing Pronunciation and Listening Skills
Tongue Twister Battles
Tongue twisters are excellent for honing pronunciation. Tongue twister competitions add a layer of fun, with learners vying to articulate phrases correctly at increasing speeds, enhancing diction while fostering an atmosphere of camaraderie.
Listening Comprehension Story Games
Listening skills are integral to language acquisition. Story-based games that require careful listening followed by comprehension questions or narrative continuation develop this skill. By focusing on auditory details in a narrative context, learners often find this method more engaging than isolated exercises.
Karaoke and Sing-along Activities
The universal appeal of music makes karaoke and sing-alongs excellent language learning tools. Song lyrics typically feature colloquialisms and idiomatic expressions, offering insight into the culture behind the language. Such activities foster better pronunciation and listening abilities, immersing learners in the rhythm and nuances of the new language.
Cultural Awareness with Language Learning Games
Exploring Culture through Language Trivia
Language trivia that incorporates cultural aspects provides an entertaining method to mix cultural education with language learning. Understanding the culture behind a language bridges the divide between linguistic competency and cultural insight.
Cultural Simulations and Role-Playing Scenarios
Cultural simulations and role-playing in culturally-relevant scenarios enable learners to experience social customs of the target culture firsthand. This type of learning allows them to tackle cultural nuances and idiomatic expressions crucial for effective communication.
Using Traditional Games from Target Language Cultures
Engaging in games native to the target language’s culture offers an authentic experience. These traditional pastimes provide not just language learning opportunities but also a glimpse into the cultural practices and heritage, fostering a deeper appreciation of the culture connected to the language.
Incorporating games into language learning blurs the line between education and entertainment, demonstrating that acquiring a new language doesn’t have to be tiresome. This article explored the myriad ways language learning games can boost memory retention and motivation, offering a diverse approach to mastering a language. By weaving games into their study routines, learners equip themselves with a multifaceted and enjoyable language learning adventure. Beyond that, games offer a link between theoretical knowledge and practical application, becoming an essential element in any language learner’s toolkit. Hopefully, educators and students will recognize and embrace the potential of games to animate the language learning experience.
Language Learning Games FAQ
- 1. How do language learning games enhance vocabulary and grammar?
- Language learning games foster an interactive environment that naturally incorporates vocabulary and grammar exercises. They can convert monotonous drills into fun activities with practical usage, such as using word puzzles for vocabulary expansion and sentence construction challenges to master grammar.
- 2. Can games really improve language retention and motivation?
- Absolutely! Engagement is key in learning, and games induce this by creating a dynamic and enjoyable experience. By invoking the brain’s reward system, gamification sustains motivation and enhances memory retention, embedding language concepts more deeply than traditional study methods.
- 3. Are digital language learning games as effective as traditional board games?
- Both digital games and traditional board games have their merits in language learning. Digital games provide accessibility and tailor experiences to the individual, while traditional games often encourage physical interaction and verbal communication. The effectiveness largely depends on the learner’s preferences and goals.
- 4. How can language learning games assist in developing pronunciation and listening skills?
- Tongue twister battles and karaoke activities are just a couple of examples where games can significantly improve pronunciation and listening. These activities make practicing difficult sounds fun and provide an engaging way to focus on the auditory aspects of language learning.
- 5. In what way do language learning games promote cultural awareness?
- Games that integrate cultural trivia, role-playing in culturally-relevant scenarios, or traditional games from the target language culture, offer an immersive experience. They help learners understand social customs and expressions, vital for achieving not only language proficiency but also cultural fluency.
Please note that the questions and answers are tailored for an audience interested in the blended aspects of gaming and language learning. The FAQ is designed to address potential concerns while remaining concise and engaging, and slight imperfections have been included to emulate a human-like writing style. | <urn:uuid:ba07945f-9b09-4864-ad09-553529ca78cd> | CC-MAIN-2024-10 | https://drlanguage.org/language-learning-games-boost-your-skills-the-fun-way/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474660.32/warc/CC-MAIN-20240226130305-20240226160305-00294.warc.gz | en | 0.898718 | 2,082 | 3.3125 | 3 | 1,127 |
On September 10th, commemorating World Suicide Prevention Day, PAHO is launching two training courses intended for medical and social workers to improve psychosocial support with those with whom they come into contact. World Suicide Prevention Day is commemorated annually worldwide on September 10th and this year's theme is "Creating Hope Through Action."
The trainings are part of PAHO's Virtual Campus for Public Health and have been translated from English to Dutch according to the needs of the country. The trainings can be accessed by clicking the links below and are as follows:
Preventing Self-Harm/Suicide: Empowering Primary Healthcare Providers
Suicide is a public health priority. The economic and human costs of suicidal behaviour to individuals, families, communities and society make suicide a serious public health problem around the world. Each year, nearly 800,000 people die from suicide worldwide - that's one person every 40 seconds. In the region, about 100,000 people die by suicide, according to the 2016 data report, and this number does not include or reflect the number of suicide attempts, which are estimated to be 20 to 25 times more common than actual suicide cases. Every suicide case and suicide attempt is a personal tragedy that ends a person's life prematurely and has a lasting effect, with dramatic consequences for the lives of families, friends and communities.
This course was designed to contribute to the capacity building of health professionals who come into contact with persons at risk of suicide. The learning objectives of this course are:
- To increase competence in the early detection and management of self-harm/suicide
- To increase awareness about the rates and disease burden of suicide in the region
- To understand the negative impact of stigma on seeking help
- To understand the warning signs of individuals at risk for suicide
- To understand the role health care providers can play in the prevention of self-harm/suicide
The course is designed for health professionals, particularly those working in the primary health care sector.
Psychological First Aid (PEH) in Disaster Management in the Caribbean
The objective of the Psychological First Aid (PEH) training is to provide persons who are not specifically trained in mental health, with the tools to appropriately provide first aid to persons experiencing psychological distress as a result of crisis situations with the aim of providing a framework for health care providers/volunteers/first responders to provide psychological and social support to persons in crisis situations.
The learning objectives of this course are to:
- Define psychological first aid (PEH)
- Describe factors to be considered when providing PEH
- Discuss the process of providing PEH
- Name actions PEH caregivers should take to better care for themselves and colleagues
- Identify individuals with special needs
- Apply PEH to different crisis scenarios
This course is designed for anyone who is in any way supporting the psychological and social well-being of others during and after a crisis, e.g. relief organization volunteers, teachers, religious leaders, etc.
By making these courses accessible in Dutch, PAHO hopes to contribute to the capacity building for providing psychological first aid to persons in need and thus to contribute to the prevention of suicide and self-harm in Suriname. | <urn:uuid:eb5ad02c-904f-40bd-a9e0-0c83dcb42404> | CC-MAIN-2024-10 | https://www.paho.org/en/news/9-9-2021-paho-launches-translated-suicide-prevention-courses-intended-medical-and-social | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476442.30/warc/CC-MAIN-20240304101406-20240304131406-00294.warc.gz | en | 0.94127 | 659 | 2.953125 | 3 | 1,128 |
...and how they’re different.
Hello and welcome to the 44th edition of our fortnightly newsletter, Things in Education.
Pedagogy refers to the instructional strategies used by a teacher that enable learners to acquire the knowledge, skills and attitudes aligned to the learning objectives. The National Education Policy (NEP) 2020 requires that pedagogies such as Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) be used in classrooms to ensure hands-on and deep learning. However, in our work with schools, we have often seen that PBL, IBL and Constructivist approaches are not well understood, and very often these terms are used interchangeably. Within this context, we thought it would be useful to dedicate an edition of our newsletter to summarising and comparing these pedagogies.
To do this, we will use the same learning outcome and explain how each pedagogy deals with that learning outcome differently. The learning outcome is: Students will be able to explain why some animals have hair or feathers on their skin and how they help them to adapt to their environment.
We wrote about PBL in the 7th edition of our newsletter. Here is a summary of this pedagogical approach:
In order to meet the learning outcome using a PBL approach, the teacher can first show students pictures of different animals, like lions, peacocks, polar bears and penguins, and ask students to share what they notice about their appearance and where they think these animals live. This can be followed by an explanation of how special features and behaviours help animals survive in their environments. The teacher then presents students with a newly-discovered animal, informing students that we don’t know where this animal came from or what its natural habitat is. The animal can be shown as a simple model made out of craft material, such as cardboard, cotton, fake fur, etc. As students continue to learn about different animals as well as their adaptations and habitats in class, they work in groups on their project to figure out and create this newly-discovered animal’s habitat. The teacher can also provide them with additional reading resources, templates to note their findings, and opportunities to go out of the class to observe habitats and animals around them. Alongside, the teacher uses a rubric to assess how well students have understood the concepts and how they are applying their understanding to their project. Soft skills such as teamwork, communication and research can also be included in this assessment rubric.
We wrote about IBL in the 11th edition of our newsletter. Here is a summary of this pedagogical approach:
In order to meet the learning outcome using an IBL approach, the teacher can ask students to imagine they are wildlife detectives exploring the mysteries of animal survival, focusing on how animals like the polar bears manage to stay warm in the freezing Arctic. Show them pictures of different animals with hair or feathers on their skin, such as a lion, a peacock, a polar bear, and a penguin, and ask them to observe and think about why these animals have hair or feathers on their skin. Next, ask students to form groups and come up with some questions that they want to investigate about the topic. For example, they might ask: ‘How do hair or feathers help animals to keep warm? How do you think these hair or feathers help them survive in their habitats? What are some advantages and disadvantages to having hair or feathers?’ In groups, students then begin work on a research project, working on their questions. The teacher must provide students with the resources, such as books, articles, and material for experimentation. The teacher must also guide students to use the resources to find evidence and information that answers their question and help them analyse the evidence. Finally, each group must present its findings to the class in a format of their choosing, such as a poster, a slideshow or a model. As they present, the teacher can use a rubric to assess students on how well they have understood the concept.
We wrote about Constructivism in the 41st edition of our newsletter. Here is a summary of this pedagogical approach:
In order to meet the learning outcome using a constructivist approach, the teacher can start by letting students know that they will be figuring out why some animals have hair or feathers on their skin and how they help them to adapt to their environment. Then, begin the lesson by reading a tale of how the penguin got its waterproof hair. Ask questions to relate the story with how features help animals survive in their environment: ‘How do penguins use their waterproof feathers to survive in cold and wet environments? How are the feathers of a duck different from the feathers of a penguin? How do these differences relate to their lifestyles and behaviours?’ Show them some pictures of different animals with hair or feathers, such as a rabbit, a duck, a penguin, and a peacock. Ask them to observe the pictures and share what they notice about the animals’ appearance and where they live. Follow this up with an activity in which students have to match craft materials that resemble white thick fur, brown fur, wings feathers, and small waterproof feathers with different habitats. Provide them with some resources to explore the topic further, such as books, videos, websites, or articles. Give them some specific questions to answer, such as: ‘Why did you use this for each animal’s body covering? How do you think these body coverings help the animals survive in their habitats? What are some similarities and differences between the body coverings of these animals?’ Conclude the lesson by summarising the main points and providing some clear information about the topic. Explain that some animals have hair or feathers on their skin because they help them adapt to their environment by providing insulation, protection, camouflage, signalling, or flight. Emphasise that hair and feathers are examples of adaptations that result from natural selection and evolution.
We hope these summaries and examples have helped you see the differences and strengths of each pedagogical approach. The defining feature of project-based learning is that there is a long-term ongoing project which the students learn from trying to finish the project. For example, by finishing a project on creating a model of the solar system the students will learn that there are eight planets in the solar system, their order and how they revolve around the Sun. Inquiry does not feature here. In inquiry classroom must have students engaging in an inquiry. Students must be trying to answer a big (or small) question. There may be no project. For example, an inquiry on Shakespearean England’s society based on his play, Romeo and Juliet is not a project but just an inquiry. And finally, the defining feature of constructivism is that students are recalling previous knowledge and building on the previous knowledge. They also make connections between what they know, and the new material presented to them. And this can happen irrespective of whether it’s an inquiry classroom or a direct instruction classroom.
At Things Education, we are working on an online tool for teachers to help them access research-backed teaching strategies aligned to learning outcomes and pedagogical approaches, just like we have done in this edition. If you’d like to explore this web-app for yourself or your school, please write back to us for early access.
If you found this newsletter useful, please share it.
If you received this newsletter from someone and you would like to subscribe to us, please click here. | <urn:uuid:ed11fb26-2e78-4eb0-8287-d09350c1fbc9> | CC-MAIN-2024-10 | https://www.things-education.com/post/pbl-ibl-constructivism | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00394.warc.gz | en | 0.960443 | 1,537 | 3.78125 | 4 | 1,129 |
01 Jun Instructional Design Training
This two-day workshop is a comprehensive introduction to instructional design for established education and training providers. It covers all the stages involved in creating motivational elearning courses, from analysing training needs to choosing the right tools to create a course. The workshop will step through practical examples in designing and building interactive courses which capture learners’ attention.
The first day of the workshop will focus on applying key instructional methods to design courses for how people learn. Participants will learn how to develop their ideas using storyboards; how to create, structure and present content in an engaging way; and how to test learners’ knowledge with effective assessments. By the end of the first session, participants will have begun preparing the first draft of their storyboard. They will then have a chance to continue their storyboard independently before returning for the second session, which will be structured as a trouble-shooting workshop.
After completing this workshop, participants will be able to:
- Compare different eLearning technologies to determine the tools most appropriate to their needs.
- Plan an effective project by applying the ADDIE model to course development.
- Analyse learners’ needs in order to determine the course objectives.
- Develop ideas by creating a storyboard.
- Demonstrate an understanding of key instructional design methods.
- Describe practical examples of how eLearning methodologies can be applied effectively in a course.
- Prepare and present content in such a way that enables learners to retain information.
- Increase the level of interactivity in a course to boost learners’ engagement and motivation.
- Design effective assessments to test learners’ knowledge.
- Evaluate a course to identify weaknesses and to make improvements.
eLearning and Instructional Design
- eLearning Technologies
- Instructional Methods
Building a Course
- Analyse, Design, Develop, Implement, Evaluate: The Design Process
- Analysing Learner Needs
- Writing, Structuring and Presenting Content
- Creating Interactive Courses
- Quality Assurance
- Working Together
- Additional Resources
Participants will continue to work on their storyboards under guidance from the workshop facilitator. The session will be structured as a practical trouble-shooting workshop. Participants will be introduced to some practical examples of instructional design, but thy will also be able to discuss any problems or queries they have encountered in their own work since the first session. | <urn:uuid:2415f5c8-a7bf-4f44-9533-8fd5d8640a1e> | CC-MAIN-2024-10 | https://shrc.ie/wps/instructional-design-training/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00394.warc.gz | en | 0.89503 | 495 | 3.296875 | 3 | 1,130 |
This course is part of the (Res)MA History Programme. It is not accessible for BA students.
The history of sixteenth and seventeenth century Europe is marked by religious conflict. On many occasions, the breakdown of religious unity led to outbursts of violence and even warfare. Examples abound, including the French Wars of Religion, the Dutch Revolt, the Thirty Years War, and the English Civil War. Though all are the subject of extensive (national) historiographies, the many links that connect them are largely neglected.
A closer look at the evidence shows that contemporaries did not view these struggles from a national perspective. Instead, they were fully aware of the many connections that linked these conflicts. The rapidly expanding market for international news ensured that audiences across Europe were kept up to date about the ins and outs of foreign wars. Professional mercenary soldiers often fought in multiple conflicts. Refugees facilitated the creation of transnational social and religious networks. Aware of the possible impact of conflicts across the border, princes and rulers felt the need for diplomatic and military intervention. Finally, confessional solidarity transcended borders.
In this course, students will write papers based on the reading of original sources that tell us something about the links between two or more wars of religion. These sources include news, correspondence, diplomatic papers, and ego-documents.
General learning objectives
The student has acquired:
1) The ability to independently identify and select literature, using traditional and modern techniques;
2) The ability to independently identify and select sources, using traditional and modern techniques;
3) The ability to analyse and evaluate a corpus of sources with a view to addressing a particular historical problem;
4) The ability to analyse and evaluate literature with a view to addressing a particular historical problem;
5) The ability to independently formulate a clear and well-argued research question, taking into account the theory and method of the field and to reduce this question to accessible and manageable sub-questions;
6) The ability to independently set up and carry out an original research project that can make a contribution to existing scholarly debates;
7) The ability to give a clear and well-founded oral and written report on research results in correct English, when required, or Dutch, meeting the criteria of the discipline;
8) The ability to participate in current debates in the specialisation;
9) The ability to provide constructive feedback to and formulate criticism of the work of others and the ability to evaluate the value of such criticism and feedback on one’s own work and incorporate it;
10) (ResMA only:) The ability to participate in a discussion of the theoretical foundations of the discipline.
Learning objectives, pertaining to the specialisation
11) Thorough knowledge and comprehension of one of the specialisations or subspecialisations as well as of the historiography of the specialisation, focusing particularly on the following;
in the specialisation Europe 1000-1800: broader processes of political, social and cultural identity formation between about 1000-1800; awareness of problems of periodisation and impact of ‘national’ historiographical traditions on the field.
12) Thorough knowledge and comprehension of the theoretical, conceptual and methodological aspects of the specialisation or subspecialisation in question, with a particular focus on the following:
in the specialisation Europe 1000-1800: the ability to analyse and evaluate primary sources from the period, if necessary with the aid of modern translations; ability to make use of relevant methods of quantitative and qualitative analysis to interpret sources in their textual and historical context.
Learning objectives, pertaining to this Research Seminar
13) Will have a good knowledge of the relationships and connections between the Europe’s major wars of religion.
14) Will be familiar with the questions and methodologies of transnational history.
15) Will learn to effectively integrate separate national historiographies into one research project.
16) (ResMA only): – Will be able to effectively incorporate different genres of sources into one research project.
The timetable is available on the MA History website
Mode of instruction
Total course load 10 EC x 28 hours = 280 hours
Lectures: 12 x 2 hours = 24 hours;
Study of compulsory literature: 72 hours;
Tutorials: 2 hours;
Preparation oral presentation: 20 hours;
Writing the paper: 162 hours;
Written paper (ca. 7500 words, based on research in primary sources, including footnotes and bibliography)
Measured learning objectives: 1-8, 12-15 (ResMa also 16)
Measured learning objectives: 3-7, 12-15
Measured learning objectives: 1-5, 7-9, 11-15
Written paper: 65 %
Oral presentation: 20 %
Assignments and participation: 15 %
The final grade for the course is established by determining the weighted average with the additional requirement that the written paper must always be sufficent.
Should the overall mark be unsatisfactory, the paper is to be revised after consultation with the instructor.
How and when a review of the written paper will take place will be disclosed together with the publication of the results at the latest. If a student requests a review within 30 days after publication of the results, a review of the written paper will have to be organised.
Blackboard will be used for:
- Course overview and weekly assignments
Wayne P. Te Brake, Religious War and Religious Peace in Early Modern Europe (Cambridge: Cambridge University Press, 2017).
Additional literature will be made available through the University Library.
Enrolment through uSis is mandatory.
Registration Studeren à la carte and Contractonderwijs | <urn:uuid:d9d22d4c-b5c4-476c-b47a-bc1865221521> | CC-MAIN-2024-10 | https://studiegids.universiteitleiden.nl/en/courses/71643/the-wars-of-religion-in-a-transnational-context-1550-1650 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00394.warc.gz | en | 0.899332 | 1,171 | 3.921875 | 4 | 1,131 |
The GCSE English Literature Online Course gives students the opportunity to explore their literary interests through reading a wide range of classic literature and is designed to show the depth and power of the English literary heritage. Students will read extensively and critically so that they are able to discuss and explain their understanding and ideas fluently, and make connections across their reading.
This online course is designed to show the depth and power of the English literary heritage and students will need to write accurately, effectively and analytically about their reading, using Standard English and will acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.
Our online interactive course goes above and beyond to ensure student progress and understanding.
Here’s what we offer:
- A complete coverage of the course specifications, accompanied by a list of learning objectives and mind maps.
- Engaging weekly learning videos that help students build, apply, and review their understanding.
- Interactive power points, worksheets, homework, and mark schemes to solidify understanding of key concepts.
- Regular assessments every 6 weeks to track progress.
- Mock assessments with detailed feedback to help students prepare effectively.
STUDY OPTIONS AND FEES
- an engaging online interactive learning course
- choose your pace: Complete the course in two years or accelerate and finish in just one year
- weekly learning videos
- variety of learning materials: presentations, worksheets, homework along with markscheme (self-marking)
- challenge your knowledge with key assessments every 6 weeks to track your progress
- comprehensive revision sessions and thorough exam preparation
- mock assessments that simulate the real exam
Students have the option to sit;
One year course £495
Two year course Year 1: £495
Year 2: £150
The cost of the GCSE English Literature course is £495 for a one-year course. However, we also offer the option to study the course over two years. In this case, you would pay the one-year course fee upfront, and then top it up with an additional fee of £150 in the second year.
While the course officially starts on September 1st, you have the flexibility to join at any time throughout the year.
We offer a convenient payment plan that allows you to split your payments over 9 months, from
September to May. Although if you start later in the academic year your payment plan will start from
enrolment date to May.
How to Apply?
To apply for our Online GCSE course, please follow these steps if you haven’t already:
2. Send us a scanned, coloured copy of your passport or official photo ID
3. Pay the application fee of £200. This fee comprises an £80 enrolment fee and £120 towards the course fee. Please note that the application fee is non-refundable.
Register for your exams
Registering to sit your exams with us at Swansea College is easy and straightforward. All you need to
do is fill out the online registration form,
which can be found on our website
. Once you have completed the form, you will receive an email confirming your registration. You will then be able to book your exams and pay the relevant fees. We offer a range of exams, from GCSEs to A-Levels with WJEC, Exdexcel Pearson, AQA and Cambridge International.
GCSE English Literature is a comprehensive course that covers all the topics and materials necessary for GCSE Students can choose to sit the exam board of their choice, such as WJEC, AQA, Pearson or
Cambridge International. All topics are covered; however the order of topics and which topics are
covered in each exam paper may vary depending on the exam board. This means that students must
be aware of the differences between the exam boards and be prepared to adjust their study plans
The course is designed to provide students with a thorough understanding of the subject and to prepare them for the exam. With the right preparation and dedication, students can be confident that they will be able to succeed in their GCSE English Literature exam.
Throughout the year, students would be required to complete topic tests and key assessments.
These tests and assessments would be designed to assess the student’s understanding of the
material and their ability to apply it.
Students are also expected to complete mock assessments before the Easter break..
The mock assessments would be designed to simulate the actual tests and assessments, allowing
students to practice and become familiar with the format and content. Additionally, the mock
assessments would provide feedback to the students, allowing them to identify areas of
improvement and focus their study / revision accordingly.
Each exam board has its own subject specification for the exams they offer. Depending on the exam
board you have chosen, you can visit their website and check the subject specification. This will
provide you with detailed information about the topics covered in the exam, the assessment criteria,
and the structure of the exam. It will also provide you with guidance on how to prepare for the exam
and what resources are available to help you. Knowing the subject specification is essential for
success in the exam, so make sure you take the time to read it carefully. | <urn:uuid:59d2acf3-e760-4611-a15f-d98f9072d2e6> | CC-MAIN-2024-10 | https://www.swanseacollege.com/courses/gcse-english-literature-online | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00394.warc.gz | en | 0.941725 | 1,092 | 2.734375 | 3 | 1,132 |
“Cultural competence” and “cultural humility.” This toolkit uses “cultural competence” to refer to: increased understanding of individuals and families and their experiences; positive, affirming attitudes towards them; the skills to develop the provider-patient trust necessary for excellent health care, and the sustained provider and organizational behaviors that demonstrate continuous improvement.
The authors use the term “cultural competence” due to the widespread use of this terminology in the regulations governing health care training and medical education. – for instance, by the U.S. Department of Health and Human Services, Association of American Medical Colleges, and National Quality Forum.3 However, we embrace the “cultural humility” framework, which emphasizes the importance of maintaining an open attitude and curiosity about each individual and their circumstances, provider and staff self-awareness of their own biases, and a commitment to engage in ongoing self-reflection.In addition, true cultural competence requires providers and staff to appreciate the individual and intersectional differences that arise within communities with respect to race, ethnicity, gender, social circumstance, country of origin, religion, and other identity factors, and tailor their care appropriately. When a health provider assumes cultural competence to be a simple matter of mastering knowledge about characteristics shared by people, it may mislead the provider into thinking they know more than they actually do, and blind them to critical facts about their patient, undermining the provider-patient relationship and resulting in suboptimal care. Over-emphasis on provider “competence” also can blind a provider to racial, ethnic and cultural dynamics in the provider-patient relationship and reinforce racial, ethnic and cultural hierarchies.
In short, the authors of this toolkit have chosen to adhere to the language of “competence” – because of its general acceptance in health care professions and in the literature, and to emphasize that the knowledge, attitudes and skills emphasized here – including the skill of cross-cultural communication – are not optional or dispensable. However, the “humility” framework is equally important for good care.
Use of “LGBTQIA+”. The authors of this toolkit recognize that words matter and that the terminology used for self-identification of individuals and populations with minority sexual orientations, gender identities, gender expressions, and sex development continues to evolve. For example, some individuals may not be comfortable with the word “queer” while others may self-identify primarily as queer. In addition, some individuals may prefer to use the term “attractional” or “affectional” orientation instead of the term “sexual” orientation to describe their identities. Others may use “same-gender loving,” “gender queer” or “nonbinary” to define themselves. Diverse sub-populations within the community have their own preferred terms. For example, within the House/Ballroom culture there are such terms as “femme queen” and “butch queen,” which recognize a diversity of gender identities and gender expressions. While recognizing that any terminology used will not be inclusive of all, this toolkit will use the terms sexual orientation, gender identity, and gender expression (SOGIE), and sex development, to refer to broad domains of identity. This toolkit uses lesbian, gay, bisexual, transgender, queer, intersex, and asexual/ace spectrum to broadly refer to people with these diverse identities, while aware that there are more specific cultural, linguistic, and other self-identifications that, while not specifically named, are intended to be included. It is important for providers and staff to recognize the full range of sexual, attractional and gender identities and expressions, rather than make assumptions about their patients, and cultural competence/humility trainings should convey this message.
Additionally, the authors of these guidelines are acutely aware of the important historic, social, and political context for this work to improve health, as part of a larger movement towards health equity. Every person has multiple aspects of their identity in addition to their sexual orientation, gender identity, gender expression, and sex development. This toolkit is not intended to, and could not, adequately address the disparities and inequities based on sex, age, race, ethnicity, language, socioeconomic status, disability, national origin, immigration status, geographic location, and other factors. Any training on cultural competence should include discussion of these multiple lived experiences, with their compounding and cumulative impacts on access to services and health outcomes.
“Learners” vs. “trainees”. This toolkit uses ‘learners” rather than “trainees” to refer to providers and other staff who undergo trainings, in order to underscore the goal of continuous learning rather than a one-time communication of a defined set of facts. We also encourage the use of best practices in adult learning to optimize the effectiveness and impact of the trainings. | <urn:uuid:44d4ef62-8b7c-4bc0-af94-ab979f9b0900> | CC-MAIN-2024-10 | https://culturalcompetency.org/notes-about-terminology/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00494.warc.gz | en | 0.934778 | 1,023 | 3.28125 | 3 | 1,133 |
Engage and motivate
Bitesize activities and resources offer an alternative way of motivating and challenging your learners. They can help draw on the established competitive psychology of traditional games and by adding educational values and strategies can educate and train your learners too.
Here are just some of the benefits gained by adding activities into your learning programme:
- Offer a fun way to learn
- Help educate your learners in a less formal environment
- Increase knowledge retention
- Encourage healthy competition
- Offer instant feedback for completing tasks
Our team will work with you to develop a strategy that best fits your learning requirements, then our creative team will design and develop a custom activity that will meet learning objectives. | <urn:uuid:589feab3-4ecd-408a-a9d9-93d2977af88c> | CC-MAIN-2024-10 | https://www.elm-design.co.uk/mini-activities-and-resources.php | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474663.47/warc/CC-MAIN-20240226194006-20240226224006-00494.warc.gz | en | 0.935765 | 139 | 3.328125 | 3 | 1,134 |
Technology for Motivation
This is an excerpt from Technology for Physical Educators, Health Educators, and Coaches With Web Resource by Seth E. Jenny,Jennifer M. Krause & Tess Armstrong.
Motivating With Video Games
To say that video gaming is very popular would be a massive understatement. United States consumer spending on video gaming exceeded $43 billion in 2018 (Entertainment Software Association, 2019). Moreover, 90 percent of U.S. teens aged 13 to 17 years (97 percent of boys and 83 percent of girls) play video games of some kind, whether on smartphones, computers, or consoles (e.g., PlayStation, Xbox), and 84 percent (92 percent of boys and 75 percent of girls) have access to a video gaming console at home (Pew Research Center, 2018). In addition, a survey of more than 4,000 U.S. households found that 60 percent of Americans play video games daily, 64 percent of American households own a device used for playing video games, 45 percent of gamers are female, and the average age of gamers is 34 years old (Entertainment Software Association, 2018).
Video games are also being used more and more in both the classroom and the gym as a way to stimulate interest and convey instructional content in an enjoyable manner (Jenny, Schary et al., 2017). The games are commonly played with computers, smartphones, mobile devices (e.g., iPad, tablet PC), and off-the-shelf gaming consoles (e.g., Xbox, PlayStation). Traditional video games are sedentary in that they often involve seated game play while manipulating a computer keyboard and mouse (PC gaming) or handheld game controller (console gaming). These games primarily involve fine motor movements of the arms, hands, and fingers.
In a study involving 212 fifth-grade students, a classroom-based math video game successfully triggered and maintained situational interest as well as strengthened individual math interest in the majority of the participants (Rodríguez‐Aflecht et al., 2018). However, the researchers concluded that practitioners should not use video games only for motivation; rather, they should use games that also help players attain clear and validated learning objectives. In this vein, sport video games may help physical educators and coaches fulfill cognitive learning objectives.
Sedentary Sport Video Games
Sport video games (SVGs) simulate sport action and are primarily sedentary, as players use handheld controllers to manipulate on-screen characters. Many SVGs not only involve playing the sport but also incorporate strategies and tactics. Popular examples include FIFA Soccer (EA Sports), Madden NFL (EA Sports), NBA 2K (2K Sports), MLB The Show (Sony Interactive Entertainment), UFC (EA Sports), and NHL (EA Canada). Although more research is needed, some empirical studies have found that SVGs can increase development in the cognitive and affective learning domains.
For example, in a sample of international college students who were unfamiliar with American football, playing two 30-minute sessions of Madden NFL per week for four weeks increased overall American football knowledge as compared with a control group, as well as motivated intention to watch or play real-world American football (Jenny & Schary, 2014). Similarly, in a sample of American college students who were unfamiliar with cricket, playing two one-hour sessions of Don Bradman Cricket (Big Ant Studios) per week for two weeks significantly increased overall cricket knowledge as compared with a control group, as well as motivated intention to watch or play real-world cricket (Jenny, Chung et. al., 2017). In addition to enabling simulated sport game play, both of these SVGs (and many others) incorporate a simulated live television broadcast with in-game broadcasters providing auditory commentary on game action. Thus, SVGs may be used as a tool for increasing learners’ sport knowledge and stimulating motivation to engage in real-world physical activity.
Motion-Based Video Games
Motion-based video games (MBVGs) use sensors and software so that the player physically performs both fine and gross motor movements in order to play the game as the on-screen character (i.e., avatar) mimics the player’s actions. Thus MBVGs combine video gaming and exercise and are also known as exergames, active video games, or interactive video games. These games employ various types of motion-sensing technology, including cameras (e.g., Xbox Kinect), handheld motion controllers (e.g., PlayStation Move), balance boards (e.g., Wii Fit), and motion-detecting dance platforms (e.g., Dance Dance Revolution), and some systems integrate multiple motion-detection technologies. MBVGs have been found to benefit children’s motivation and physical activity levels as compared with sedentary video games in an educational context (Sun & Gao, 2016).
For instance, interactive video game cycling has been shown to result in significantly greater energy expenditure, maximum oxygen uptake reserve, and enjoyment as compared with traditional stationary cycling (Monedero et al., 2015). Typically, interactive video game cycling allows the user to compete against computer-generated riders while sitting on a bike and pedaling to move an on-screen bike avatar on the gaming display located in front of the rider. In addition, left and right movements of the handlebars correspond to in-game movements, and music and mechanical sounds are coupled with visual and audio feedback as part of the gaming experience. However, due to the cost and equipment required, this technology may fit best as an option in a fitness or recreation club or an exergaming lab.
Sheehan and Katz (2010) have proposed that MBVGs and other forms of interactive video technology may satisfy six Cs that are essential for intrinsically motivating physical activity in children (see table 5.2). These characteristics include control, challenge, curiosity, creativity, constant feedback, and competition.
Preservice physical education teachers tend to perceive MBVGs as fun and believe that they can increase student motivation during class (Jenny, Hushman, et al., 2013). These perceptions are supported by research showing that MBVGs can motivate previously unmotivated students in physical education to display a positive attitude and demonstrate willingness to collaborate with classmates (Finco et al., 2015). However, evidence also exists that participating in a sport (e.g., rock climbing) in the real world motivates future activity more than playing the MBVG version of the sport (e.g., Kinect Sports Rivals Rock Climbing) (Jenny & Schary, 2015). Still, at least in the short-term, MBVGs appear to increase enjoyment and motivation (i.e., situational interest) more than traditional physical education activities do for some students (Moholdt et al., 2017).
Teaching Motor Skills With MBVGs
For physical educators and sport coaches, one of the most important questions about MBVGs is whether they help teach sport-specific motor skills. In other words, do they require the same correctly executed motor movements that are needed in the authentic or real-world sport or activity? For example, does a track-and-field MBVG that involves hurdling require the user to use proper hurdling technique, with a lead leg and a trail leg, or does it simply require the user to execute a standard two-footed jump straight up and down?
One study found that although MBVGs are perceived by preservice physical education teachers as a fun way to increase student physical activity and heart rate, they do not always mimic the fundamental motor movements used in real-world sport (Jenny, Hushman et al., 2013). For example, one experimental study found that the Kinect Sports Rivals Rock Climbing used similar arm movements to authentic wall or rock climbing but that the leg movements (arguably the most important part of climbing) were totally different (Jenny & Schary, 2016). Another study compared NCAA Division I tennis players performance of the forehand, backhand, and serve in a MBVG versus in an authentic environment (Jenny, Noble et al., 2017) and found that all three strokes were performed significantly differently in the MBVG. More broadly, a literature review on the effectiveness of teaching motor skills with MBVGs concluded that
MBVGs may be beneficial with novices in teaching basic sport concepts or with individuals with special needs who might otherwise not be able to participate in the full authentic version of the sport. However, empirical evidence is lacking which supports the effective use of MBVGs in accurately teaching authentic sport-specific motor skills. (Jenny, Schary et al., 2017)
Therefore, based on current technology, the majority of MBVGs should be used to encourage physical activity, and using them to teach motor skills should be performed only with caution. Even so, activity-specific cognitive and affective learning (e.g., sport rules, strategy, terminology, enjoyment, cooperation) may be accomplished through the use of MBVGs. See figure 5.3 for a recommended gym setup involving multiple MBVG systems.
Dance Dance Revolution
We would be remiss if we did not mention one of the oldest MBVGs, which is still popular: Dance Dance Revolution (DDR). Participants stand on a motion-sensing platform marked by four colored arrows in a cross formation. Users are judged on the timing and accuracy with which they tap with their feet on the prescribed arrows in a rhythmic fashion using auditory musical and visual on-screen cues. Performing well makes available new songs and greater difficulty levels. DDR first gained popularity in the arcade but now thrives in many physical education classrooms in the form of Dance Dance Revolution Classroom Edition, which permits up to 48 students to play at the same time through wireless dance mats that interface with the gaming console. All students’ scores are tracked on-screen. A less expensive version of the game uses plastic mats with the DDR arrows printed on them and only one authentic DDR mat interfaced with the game. Students follow along on the fake mats, but the score is tracked only for the student on the authentic mat. This approach appears to work well at the elementary level. Many mainstream MBVG systems now include knockoff games such as Dance Central and Just Dance. Figure 5.4 provides more teaching tips for integrating motion-based video games into your teaching and coaching.
Video Games in Health Promotion and Health Education
Video games have also been used in health and wellness promotion and education. For example, they have been used to motivate preteens to get vaccinated for the human papillomavirus (HPV; Cates et al., 2018), to motivate children to make positive changes in diet and physical activity (Baranowski et al., 2010), and to train health care professionals (Wang et al., 2016). In a review of game use to aid health, Baranowski and colleagues (2016) noted that early results are promising, additional research is needed, and key stakeholders should be involved in both game design and the process of motivating behavior change in order to mitigate potential adverse effects (e.g., gaming addiction, gaming-related health problems or injury, breach of privacy, online harassment). If this area of research interests you, we encourage you to peruse Games for Health Journal, which details many studies on the use of sedentary video games and MBVGs to improve health outcomes across varying populations.
MBVGs in Rehabilitation and Health Care Settings
MBVGs have been used in rehabilitation for various purposes, such as performing balance activities and aiding at-home exercise adherence, particularly with elderly populations and those who are recuperating from a fall or who have a disease or injury that affects balance. For example, when a player stands on the Nintendo Wii Balance Board, the gaming system interprets weight shifts and movements of the player’s feet and provides visual feedback on a display screen (de Carvalho et al., 2018). Research has found that MBVGs can also help improve dynamic postural control, reduce pain sensitivity, and increase mobility in diverse populations, such as individuals with spinal cord injury, elderly females who have fallen, healthy older adults, and long-term care residents (Aguillar et al., 2018; Carey et al., 2017; Manlapaz et al., 2017; Rosly et al., 2017; Taylor et al., 2018). Collectively these studies show promise that MBVGs may improve health outcomes and can motivate clients in adhering to a self-facilitated at-home exercise protocol.More Excerpts From Technology for Physical Educators
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- Create guidelines for senior group testing
- Discover the importance of fitness testing in later years
- Educating and motivating Senior Fitness Test participants
- Identifying the recommended senior fitness standards
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- A successful facility manager's daily duties and necessary skillset | <urn:uuid:f403fd6c-808e-42d4-9360-a1e21a640471> | CC-MAIN-2024-10 | https://canada.humankinetics.com/blogs/excerpt/technology-for-motivation | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474843.87/warc/CC-MAIN-20240229134901-20240229164901-00494.warc.gz | en | 0.935512 | 2,642 | 3.6875 | 4 | 1,135 |
Advances in technology have allowed Purdue University to expand educational outreach. Courses offered through Purdue’s Agronomy e-Learning Academy are designed to meet the educational needs of professionals in all areas of agriculture.
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The Science of Learning
While distance education technology is being heralded as a revolution that is changing education, our focus is on how students learn and how we can use technology to complement the learning process.
Some basic principles of distance education, many of which relate to any instructional method:
- Must start with learning objectives—upon completion, what will the learner know or be able to do?
- The objectives should be validated by individuals who know the learners and their expected levels of knowledge and skills
- Instruction and assessment must relate directly to the learning objectives
- Lessons are presented in relatively short, manageable segments that don’t overwhelm the learner
- Instruction should be presented in conversational language, for example using you, your, I, our, and we
- Instructors are visible to personalize the learning experience
- Instructors express their own experience or point of view relevant to the instructional goals
- Lessons are presented with the minimal amount of words and graphics needed to help the learner understand the main points
- Audio narration is used to help comprehension
- Feedback not only indicates correct or incorrect, but gives an explanation as well
- Text that explains graphics is placed within or adjacent to graphics rather than separated
Source: Clark, Ruth Colvin, and Richard E. Mayer. 2011. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, Third Edition. John Wiley & Sons, Inc. | <urn:uuid:7f20d607-5361-4d1b-8513-2e7abc647772> | CC-MAIN-2024-10 | https://ag.purdue.edu/department/agry/elearning-academy/elearning-environment.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00594.warc.gz | en | 0.928816 | 427 | 2.796875 | 3 | 1,136 |
Lesson planning is the backbone of effective teaching. It serves as a roadmap that guides teachers through the instructional journey, ensuring that every moment in the classroom is purposeful and meaningful. While it may seem like a time-consuming task, lesson planning is an essential practice that reaps numerous benefits for both teachers and students. In this blog post, we will explore the importance of lesson planning in secondary school education and why it should be an integral part of every teacher's repertoire.
1. Clear Learning Objectives:
Lesson planning enables teachers to set clear learning objectives for each class session. By defining what students should know, understand, and be able to do at the end of the lesson, teachers can focus their instruction on specific outcomes. This clarity provides a sense of direction and purpose, allowing teachers to choose appropriate activities, resources, and assessments that align with the desired learning goals.
2. Effective Time Management:
Time is a valuable resource in the classroom, and lesson planning helps teachers make the most of it. By carefully organizing and sequencing activities, teachers can allocate sufficient time for each task, ensuring a balanced and well-paced lesson. This prevents rushing through important content or leaving students with idle time, leading to increased engagement and improved learning outcomes.
3. Differentiation and Individualization:
Every student is unique, with varying abilities, learning styles, and needs. Lesson planning allows teachers to incorporate differentiation strategies, catering to the diverse range of learners in their classroom. By considering students' strengths, weaknesses, and interests, teachers can design activities and assessments that accommodate individual needs, ensuring that each student has an opportunity to succeed.
4. Resource Preparation:
Effective lesson planning involves gathering and organizing the necessary resources and materials in advance. Teachers can research and select appropriate textbooks, supplementary materials, audio-visual aids, and technology tools that enhance the learning experience. Prepared resources minimize disruptions during class and provide teachers with more time to focus on instruction and student engagement.
5. Consistency and Continuity:
Consistency is key to creating a positive and structured learning environment. Lesson planning allows teachers to ensure continuity by building on previous lessons and connecting concepts over time. A well-structured curriculum with coherent lesson plans helps students understand the logical progression of topics and fosters deeper understanding and retention.
6. Adaptation to Student Needs:
Flexibility is an integral part of effective teaching. While lesson planning provides a framework, it also allows teachers to adapt and modify their plans based on ongoing student assessment and feedback. Teachers can gauge student understanding and adjust their instruction accordingly, providing additional support or challenging students who are ready to delve deeper into the subject matter.
7. Integration of Technology:
In today's digital age, educational technology offers immense opportunities to enhance teaching and learning. Lesson planning enables teachers to purposefully integrate technology tools and resources into their instruction, fostering digital literacy, critical thinking, and collaboration skills among students. By planning for technology integration, teachers can harness the power of multimedia, online simulations, and interactive platforms to create engaging and immersive learning experiences.
8. Reflection and Professional Growth:
Lesson planning encourages teachers to reflect on their instructional practices and make informed decisions about their teaching strategies. By evaluating the effectiveness of their lesson plans and reflecting on student outcomes, teachers can identify areas of improvement and refine their teaching methods. Lesson planning thus becomes a catalyst for ongoing professional growth and development.
Lesson planning is far more than a mere administrative task. It is a thoughtful and intentional process that empowers teachers to create engaging, meaningful, and impactful learning experiences for their students. From setting clear learning objectives and managing time effectively to accommodating diverse learners and fostering continuous improvement, lesson planning serves as a cornerstone of effective teaching in secondary schools. By embracing the power of lesson planning, secondary school teachers can unlock the full potential of their instructional practice and make a lasting difference in the lives of their students. | <urn:uuid:25359acc-cf2b-434f-aca1-5ae8a598700f> | CC-MAIN-2024-10 | https://www.revisepal.com/post/the-importance-of-lesson-planning-for-secondary-school-teachers | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00594.warc.gz | en | 0.936323 | 798 | 4.03125 | 4 | 1,137 |
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The Statistical Analysis and Learning Tool (SALT) is a data analysis tool designed by statisticians. It helps you engage introductory students in data manipulation, analysis and interpretation without bogging them down in complex computations.
SALT has been perfected through extensive partnerships with Statistics educators and in-class testing by both instructors and students. It’s a valuable tool for Statistics instructors to use in and out of WebAssign. Help students understand the meaning behind data and think statistically by applying these six tips for using SALT in your Statistics course.
1. Include SALT Questions in your Assignments
You can easily integrate SALT into your course by utilizing pre-built questions that include an embedded “Use SALT” button. When you select “Use SALT,” WebAssign automatically pulls all of the question data into SALT for students to analyze.
Approximately one third of existing Cengage Statistics questions in WebAssign include SALT automatically, and we will add more over time. You’ll find SALT in questions where the problem involves a statistical function supported by SALT and it involves both computation and interpretive parts.
To find SALT questions in your course, search the “.S” abbreviation in the WebAssign question browser, or ask your Cengage representative for a full list of questions with SALT available for your title.
2. Schedule the Getting Started Assignment During the First Week of Class
Do your students often ask how to use specific features in WebAssign? Assign our pre-built Getting Started assignment, which includes:
- Tips to help students interact with the variety of question types in WebAssign
- Advice for using My Class Insights to study for their exams
- SALT tutorial questions to help students understand the purpose of the data analysis tool within a Statistics course and how it works
3. Assign SALT Tutorial Questions
If you decide not to schedule the Getting Started assignment, make sure your students still know how SALT works. We’ve created questions called SALT Tutorials that walk students through exactly where to go in SALT to find the information they need.
Students will be provided with scaffolded instruction not only on the content, but also on how to use SALT to compute and analyze data, making them the perfect questions to assign at the beginning of an assignment.
You can find SALT Tutorial questions in the Question Browser by searching “.ST”, or by finding the chapter section labeled “SALT Tutorial.”
4. Schedule “Select Your Scenario” Questions
Personalize the student learning experience with Select Your Scenario problems. These questions provide students with three different contexts to choose from and allow students to choose the scenario most relevant to them. Then, the student will solve the problem with support from SALT.
Regardless of which scenario the student chooses, they will answer questions demonstrating knowledge of a learning objective. These are the perfect questions to assign toward the end of a chapter.
You can find Select Your Scenario questions in the Question Browser by searching “.SYS”, or by finding the chapter section labeled “Select Your Scenario.”
5. Use SALT in Class with Your Students
SALT is available in WebAssign questions and can be accessed outside of WebAssign at statistics.cengage.com. Whether you’re teaching an in-person class or teaching online, take a few minutes to show this data analysis tool to your students. Faculty who participated in a Beta program for SALT saw increased student engagement in their courses by doing this.
Additionally, SALT comes pre-loaded with data sets from the Cengage Dataset hub designed to grab students’ interest. Use our data sets or upload your own Excel spreadsheets (CSV format only) and use SALT to show various types of charts and graphs, distribution curves and other Statistics topics with your students.
6. Get SALT Help and Updates
Do you need more help learning how to teach with SALT? Visit the SALT hub where you can find full lists of features, help documentation, getting started materials and frequently asked questions. | <urn:uuid:3021c417-4c9d-475f-b31a-f3f5f98aca14> | CC-MAIN-2024-10 | https://blog.cengage.com/6-tips-for-using-salt-in-webassign-for-statistics/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476592.66/warc/CC-MAIN-20240304232829-20240305022829-00694.warc.gz | en | 0.913465 | 870 | 3.171875 | 3 | 1,139 |
The Biodiversity Institute is proud to have partnered with several schools and educators to develop lessons and units for their classes. Descriptions of several units are provided here. For more information about these, or to discuss implementation at your school, or development of new projects, contact Dorothy Tuthill. Additional lesson plans and ideas for using WyoBio can be found on the WyoBio Education Page.
This 3-5 week unit, written by graduate student Anna Luhrmann, uses local birds to teach multiple Next Generation Science Standards (Variation in Traits, Natural Selection, Adaptation, and Biodiversity and Humans). The unit uses place-based education principles to inspire a sense of place and a connection to science in student’s daily lives. Students engage in exploration of their place by becoming familiar with local bird species, and develop an appreciation towards birds and their habitats. Divided into five lesson plans, the unit begins with an introduction to place and local species. Students learn how to identify birds and recognize the common birds of their home town, become familiar with bird adaptations, and the natural selection and variation of these traits, and take part in a project in which they become experts on a species. The unit culminates with an inquiry project to investigate how humans can have positive and negative impacts on birds and the environment, and students will learn that they can make a difference within their community. The unit was developed for 3rd grade, but can be modified for 4th or 5th grade.
This unit was piloted at Prairie Wind Elementary School, Cheyenne, Wyoming, in the spring of 2017.
You can access all of the lesson plans below
Kim Parfitt's AP Biology students (Central High School, Cheyenne) have been exploring the genetic structure of some local aspen groves for several years, with assistance from the Biodiversity Institute's Dr. Tuthill. They know that aspens can reproduce by root cloning, and that very large clones have been found in the arid west. But in the Laramie Range, where aspen groves are of small to moderate size, would they find a similar pattern?
Based on their observations of the physical structure and location of the groves, students tested two hypotheses in the first year of the study:
1. All of the trees within a grove are genetically identical (a clone), and
2. Each grove is genetically unique.
A brief description of their methods and results can be found on their poster.
With each succeeding year (three now), new classes add more information to the discoveries of their predecessors. They are finding that the distribution of aspen genotypes requires complex interactions between landscape, reproduction and time.
Click here to read the report of student Kristina Edwards.
Wyoming seems to have nearly unlimited open space, but wildlife and human uses of that space can come into conflict. This unit, designed and implemented with Dustin Giesenhagen, a teacher at Laramie High School, took students to a local piece of BLM land to investigate this apparent conflict. University of Wyoming researchers shared knowledge about ungulate habitat needs and techniques for vegetation analysis. Students conducted their own research projects at the site, and prepared posters to share their results. A full report about the unit, including lesson plans, learning objectives and science standards, and success of the pilot implementation is available for download here.
This unit was developed by Charlie Vogelheim, an MS candidate at the Science and Math Teaching Center, for the Biodiversity Institute and Laramie High School.
This unit for fifth grade takes the study of ecology away from textbooks and into the field. Using place-based education, the best practices of English language learning (ELL), and young researchers at the University of Wyoming, this one-to-two month long unit meets multiple science standards.
The unit was developed by graduate student Paige Fisher, in collaboration with Little Snake River Valley School (Baggs, WY) teacher Jamie Litvinoff, the UW Science and Mathematics Teaching Center, the UW Department of Educational Studies, and researchers in the UW Program in Ecology and Department of Botany.
The entire unit (overview, nine lesson plans, and supplemental material) can be downloaded here.
Accompanying videos about current research at the University of Wyoming are available below.
For additional information, contact Dorothy Tuthill. | <urn:uuid:bc716f77-c931-4521-8f08-aed3dc3b01c1> | CC-MAIN-2024-10 | http://mail.wyomingbiodiversity.org/index.php/education/k-12-education/partnerships | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00794.warc.gz | en | 0.948941 | 900 | 3.609375 | 4 | 1,140 |
Continuing Education, professional development and lifelong learning are all terms used to describe an educational or training process that is a key component for successful organizations. The term Continuing Education often elicits several definitions, however one of the most comprehensive and applicable is Liveright and Haygood's 1969 version, "a process whereby persons who no longer attend school on a regular full-time basis … undertake sequential and organized activities with the conscious intention of bringing about changes in information, knowledge undertaking, skill appreciation and attitudes or for the purpose of identifying or solving personal or community problems" (Courtenay, 1990).
Continuing Education and the adult education movement began with the twentieth century. As the world moved to an industrialized economy the need for continued education and improved access for adults challenged traditional educational venues and created opportunities for both professional and personal skill enhancement and enrichment. Several environmental factors are driving the demand for lifelong learning in the twenty-first century: abundant access to information, rapid technology changes, increased global interactions, industry shifts, as well as increasing entry level credentials and skill requirements.
Employers depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce. Individuals use continuing education for upward career mobility, job enhancement and personal enrichment.
The Continuing education activity can take place at virtually any time or any place. The format for the continuing education learning should be driven by the content and learning goals. Internet and satellite technology allow employees to engage in educational coursework on the job or at home, which results in a tremendous savings of travel costs and time. Continuing Education courses are offered for academic or university level credit, as well as non-credit courses. Universities, community colleges, k-12 school districts, private consultants and corporations all participate in offering continuing education content and courses. Many organizations take advantage of "off-the shelf" or commission for customized content that is offered through their own employee training group.
Throughout the last decade the concept of life-long learning has continued to gain popularity. Organizations in the twenty-first century are challenged to quickly adapt to industry changes and rapidly identify solutions for obstacles or barriers that the organization encounters. Through the lifelong learning process, individuals develop the capacity for addressing this organizational need. Key characteristics of lifelong learning include duration, learner-centered perspective, multi-level and multi-subject learning, and open access.
The core concept of lifelong learning is that individuals learn from cradle to grave and that each individual progresses from one learning level to the next throughout their lifetime. Each learning event is a continuous progression to the next learning event and never isolated or a means to an end in itself.
Lifelong learning also focuses on the learner rather than an instructor or trainer. The learning process often involves a facilitator but the facilitator should be skilled at providing an educational environment that allows the individual to enhance and engage in his or her own learning objectives. The learning format and content should be designed with the learner in mind. Lifelong learners require choices and educational experiences that fit within their lifestyle. The educational activity should balance the needs and convenience of the organization with individual learner's need in order to maximize the learning outcome. Lifelong learning activities are also designed for multiple learning styles. Experiential and applied learning as well as tutorials and self-directed content are often embraced by lifelong learners.
Lifelong learning encompasses all levels of educational acquisition and in an infinite number of subjects. It includes skill training, credential requirements, as well as social interests. This education may be in the form of formal education or training that is offered both as credit and non-credit in a variety of venues. It also occurs through non-formal means such as libraries, museums, manuals and mentors.
Lifelong learning should be accessible to all individuals regardless of age, race, ability, prior qualifications, workplace role or sociodemographics. Innovative delivery formats help to ensure that the learning activities are accessible to anyone that is interested in participating.
Many industry boards, accreditation agencies and associations have established mandatory continuing professional education (CPE) requirements for licensure or certification. For example, the American Institute of Certified Public Accountants (AICPA) has established mandatory continuing professional education (CPE) for all members. Most state boards of accountancy have also phased in mandatory CPE as prerequisites for licensure of accounting and auditing practice units. Research has supported this trend. In an empirical study of the Texas State Board of Public Accountancy, researchers found evidence of an association between results of an employee's quality review and levels of continuing professional education in the profession (Thomas, Davis, and Seaman, 1998). Other organizations have established a certification process for their respective field such as the Society for Human Resource Management (SHRM), which has partnered with educational institutions to deliver the Professional Human Resource Management (PHRM) content and certification test nationally. Non-credit continuing education courses often carry state-board or association Continuing Education Units (CEU). Participants generally receive a certificate of completion and should maintain personal records of the units earned.
Post-secondary higher education also falls within the sphere of Continuing Education. As entry-level requirements continue to increase such as the 150 hour accounting program and demand for graduate level credentials, employers and employees search for flexible degree programs. Many employers offer a tuition reimbursement program for employees enrolled in college level degree programs when applicable to the workplace. Colleges and Universities recognize the growing demand from adult learners for academic degree programs, and many offer academic courses off campus, on-line or at the workplace in accelerated and non-traditional formats.
The corporate university is generally some blend of higher education and organizational training and development. "The first corporate colleges appeared almost 80 years ago, but their ranks have grown, relatively speaking by leaps and bounds" (Wilcox, 1987). Corporate colleges or universities are characterized as institutions that may grant degrees, academic credit or non-credit training and are chartered by a parent company whose primary mission is not education. Some corporate universities have evolved from a mission to serve the corporation's training and development needs to a full-service private higher education institution. Northrop University began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering undergraduate and postgraduate degrees. Kettering Institution (an independent university) grew out of General Motors. Many corporations identify a university or college partner to customize training and academic degree programs specifically to the corporation's business practices. Corporations are using these customized programs as a source for developing future corporate leaders and a means to focus on content areas that are critical to the company's strategic business plans. Multinational companies are developing corporate universities that allow employees around the world to participate in training and educational programs with cost effective delivery methods. The American Council on Education (ACE) consistently evaluates corporate college or university credits that are offered independent of a regionally accredited institution. ACE establishes recommendations for transfer credit to regionally accredited universities and colleges. Most of the individuals participating in corporate college or university programs are employed full-time which requires that the educational programs are offered in flexible formats. Generally, employees do not have the luxury of attending academic programs on a full-time basis or in a traditional fifteen to eighteen week semester format. Accelerated formats as well as weekend and distance education designs address the needs of working adult learners.
Distance Education is an all-encompassing phrase for education and training that occurs away from the traditional classroom. Distance Education may occur in synchronous (real) or asynchronous time which allows both employers and learners to determine the best time for participation.
Distance Education began with correspondence study and has grown significantly as technology advancements create new opportunities for learning and content delivery. As computer technology became prevalent in business, the print based correspondence courses progressed to computer based training, which included simulations and ultimately interactive course content that provided participant feedback and enhanced learning. At the end of the twentieth century, educators and employers invested in telecommunication equipment that distributed educational or training activities from one video conferencing site to another. These interactive television programs allow companies to synchronously connect employee groups regardless of their physical distance. The tremendous growth of internet technology has created the most recent version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than any individual could ever process, it is important that individuals and organizations develop knowledge management strategies to sort, categorize and maximize the benefits the internet's wealth of information. Online learning is one component of knowledge management within the information technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate degree programs. Internet delivered courses have the benefits of serving multiple groups at multiple locations without the expense of equipment infrastructure at each location, and the course material can be delivered either synchronously or asynchronously which affords multinational operations the opportunity to connect individuals regardless of time zone or geographical location.
The online training and education market is very competitive offering many choices for organizations and learners. Colleges and Universities throughout the world are offering online courses as well as thousands of training and consulting groups. Organizations either select educational programs and courses ala carte or build a portfolio of eLearning options. Many large organizations have integrated eLearning into their corporate university entity. These groups generally have a planned web presence that includes a portal and learning management system (LMS) or course management system (CMS).
Online learning has created many new products and support options. In addition to the organization's web presence, portal and LMS, the organization also needs to assess the technology infrastructure that supports the eLearning initiative. The fundamental needs in this area are servers that provide redundancy and acceptable uptime. This is often referred to as hosting in the eLearning environment as well as technology support in the form of a help desk. Organizations interested in growing their own portfolio of online learning options should first develop a vision for their eLearning initiative prior to making any financial investments in equipment or software. Once the vision is established the organization should assess their existing technology capabilities and determine if there is capacity to support the eLearning initiative, or is it more cost effective to outsource all or some of the technology infrastructure. When the technology infrastructure has been addressed the organization should determine how content will be developed for the eLearning environment. Quality online courses are developed so that the technology optimizes the content. Many vendors offer digitized content and others specialize in specific areas of content development such as simulations or multimedia graphics and enhancements. Having a clear vision for the course content and understanding the learning needs will help to ensure that courses are developed efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training instruction. This blend provides the benefits of reduced travel costs and time with the positive relational aspects of face-to-face learning. Once an organization or an individual has established a clear vision for their educational needs they should consider all of the available online resources as tools to ensure that the "best fit" is created.
The global economy has increased the need for organizations around the world to understand the culture and business practices of their peers, competitors and partners. Both foreign and domestic organizations abroad are implementing continuing education experiences in an effort to enhance cultural understanding and address skill and knowledge gaps. U.S. universities are partnering with both U.S. and foreign companies around the world to deliver educational courses and programs that are critical to organizational competitiveness. A central ministry of education in collaboration with a ministry of commerce generally drives these programs. For instance, China has placed a high priority on the field of Human Resource Development and Entrepreneurship as well as encouraging Chinese organizations to partner with foreign organizations in an effort to implement vocational and applied skill training. India has created a new industry as an outsource venue for customer service which creates customer service training opportunities in India. Korean manufacturers have a solid history of identifying corporate and educational partners that satisfy their organizational educational needs. Continuing Education helps global companies to connect the workforce with the organizational vision.
The abundant access of information, rapid technology changes, increased global interactions, industry shifts as well as increasing entry level credentials and skill requirements ensures that Continuing Education will remain a valuable resource for managers in the future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce. Individuals will engage in lifelong learning as a means for upward career mobility, job enhancements and enriched quality of life.
The increased interest in lifelong learning coupled with rapid technology advancements and demands on individual personal time will guarantee that educational options will continue to be flexible and fit within the constraints of personal time and organizational priorities. The growing global economy will continue to drive the development of learning activities that span geographical regions and time zones allowing individuals around the world to collaborate and learn together.
Organizations around the world will depend on continuing education to maintain competitive positions and adopt current innovations. Managers will depend on lifelong learning to produce a workforce with the knowledge and solution based skill-set that is required for organizational growth.
Dawn Malone Gaymer
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Helms, Marilyn, and Judy Nixon. "Developing the Virtual Classroom: A Business School Alternative." Education & Training 39, no.9 (1997): 349–353.
Helms, Marilyn, Linda P. Fletcher, and Judy Nixon. "Integrating Team Teaching, Technology and Distance Learning in MBA Program: A Case Study". Industrial and Commercial Training 27, no. 7 (1997): 218–225.
Meister, Jeanne C. "Extending the Short Shelf-Life of Knowledge." Training and Development, June 1998, 52–9.
Thomas, C. William, Charles E. David, and Samuel L. Seaman. "Quality Review, Continuing Professional Education, Experience, and Substandard Performance: An Empirical Study." Accounting Horizons 12, no. 40 (1998): 340–362.
Walls, Michael. "Is CE Worth Continuing?" Broker World 25, no. 2 (February 2005): 46
Wilcox, John. "A Campus Tour of Corporate Colleges." Training and Development Journal, May 1987. | <urn:uuid:6d65c4e5-f378-46fc-b47a-1d4306b920e1> | CC-MAIN-2024-10 | https://www.referenceforbusiness.com/management/Comp-De/Continuing-Education-and-Lifelong-Learning-Trends.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00894.warc.gz | en | 0.944588 | 2,989 | 3.078125 | 3 | 1,141 |
breastfeeding development class. The theme of Stroke and brain injury will be continued to be used in order to highlight how an instructive class could possibly be developed, implemented and evaluated. This composition will talk about the learning objectives and present their delivery in a kind that outlines basic educating and learning principles that reflect the essence of healing as well as the professional medical community.
Class Require Assessment
Assessing the learning just for this class comes in different periods. The first half of the category is based on the cognitive and basic expertise skills that nurses must have to identify the top factors coping with stroke. This kind of knowledge could be assessed having a simple assessment procedure that quizzes the student on their expertise using mcq and answers. The second half the instruction is more hands on and requires the students to perform their task in a controlled activity of treatment. This part playing evaluation allows for on time feedback and denotes the huge benefits of group learning by having everyone in the class engage in the activity.
The following class’s learner objectives depend on this routine of situations:
Content Outline – Period I
Period of time
Anatomy of the Human brain
Slip show presentation/lecture.
Slide present presentation, video clip.
Treating Cerebral vascular accidents
Lecture / practical demonstration with stroke victim.
Session two: Afternoon
Nursing staff and Nurturing
Myself, Nurse Katie
Class room, function playing exercises, discussion and reflection.
Become very familiar with the anatomy of the brain as well as functions.
Spiel as interaction
Questions as well as Answers.
The first learning objective that is certainly desired with this stroke school is becoming familiar with the brain as well as its functions. The training domain in this objective can be cognitive This objective will probably be obtained through a 30 minute slide presentation. The topic of the slide display will be “Anatomy of the Head. ” This kind of activity will be lecture based and provide the 10 medical students in the class set up a baseline level of details that is necessary to treating victims of strokes and aiding them within their healing attempts. This corresponds in Bloom’s taxonomy as knowledge. A handy teaching method for this target is simply using lecture as a way of conversation. This step presents the basic information and data that needs to be indicated for the nurses to have an idea regarding the topic.
Identify the anatomical and physiological adjustments associated with cerebral vascular accidents
Using analogy with video clip and case research.
Questions / Answers.
The second learning aim designed for this kind of class is definitely identifying the anatomic and physiological adjustments and changes to the physique that happens | <urn:uuid:5d537327-c436-499a-8928-402cd67fd5d9> | CC-MAIN-2024-10 | https://e-vocable.com/nurse-instructions-essay/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474744.31/warc/CC-MAIN-20240228175828-20240228205828-00894.warc.gz | en | 0.928202 | 547 | 2.71875 | 3 | 1,142 |
The education industry has seen a massive shift in recent years with the emergence of technology-based solutions. One such solution is the Curriculum Management System (CMS), an innovative EdTech platform that helps schools, colleges, and universities manage their academic curricula more efficiently. In this article, we’ll explore what a Curriculum Management System is, its benefits, and how it is transforming the education sector.
What is a Curriculum Management System?
A Curriculum Management System (CMS) is a software application designed to help educational institutions manage and deliver their academic curricula more effectively. It’s a comprehensive tool that enables schools, colleges, and universities to organize, manage, and track their curricular activities, including syllabus development, lesson planning, content creation, and assessment.
The CMS provides teachers and instructors with a user-friendly interface to design and manage course materials. It also enables students to access educational resources and interact with their peers and teachers through online platforms. With the CMS, educators can streamline their teaching process and create a collaborative learning environment for their students.
The Benefits of a Curriculum Management System
The CMS offers several benefits to educational institutions, teachers, and students. Here are some of the most significant advantages of using a Curriculum Management System:
- Streamlined Curriculum Development: The CMS simplifies the curriculum development process by providing a centralized platform for teachers and administrators to collaborate on the syllabus, lesson plans, and assessments. It helps educators ensure that their curriculum aligns with the institution’s educational objectives and standards.
- Enhanced Collaboration: The CMS promotes collaboration among teachers and instructors by providing them with a platform to share ideas, resources, and feedback. It also enables students to engage with their peers and teachers through discussion forums, chat rooms, and video conferencing.
- Improved Learning Outcomes: The CMS provides teachers with tools to monitor and track students’ progress and assess their learning outcomes. This data enables educators to identify areas where students are struggling and adjust their teaching approach accordingly.
- Time-Saving: The CMS saves educators time by automating administrative tasks such as attendance tracking, grading, and scheduling. This frees up time for teachers to focus on delivering quality instruction and engaging with their students.
- Accessible Learning: The CMS provides students with access to learning materials anytime, anywhere, through online platforms. This accessibility enables students to learn at their own pace and in a manner that suits their learning style.
- Enhanced Parental Engagement: The CMS provides parents with a window into their child’s education by enabling them to monitor their progress and communicate with teachers. This feature helps parents stay informed and involved in their child’s academic journey.
How a Curriculum Management System Works
The Curriculum Management System works by providing a centralized platform for educators to create, manage, and deliver their academic curricula. The CMS typically includes the following features:
- Course Catalog: The CMS provides a catalog of courses available in the institution, including course descriptions, prerequisites, and credit hours.
- Syllabus Development: The CMS provides tools for educators to develop and manage syllabi, including learning objectives, course outlines, and assessment criteria.
- Lesson Planning: The CMS provides tools for educators to develop lesson plans, including instructional objectives, learning activities, and assessment methods.
- Content Creation: The CMS provides tools for educators to create and manage course content, including text, images, and multimedia.
- Assessment and Grading: The CMS provides tools for educators to assess student performance and assign grades, including quizzes, tests, assignments, and projects.
- Communication and Collaboration: The CMS provides tools for educators to communicate and collaborate with students and parents, including email, discussion forums, and chat rooms.
- Analytics and Reporting: The CMS provides tools for educators to monitor and track student performance and generate reports on learning outcomes and assessment results.
In conclusion, a Curriculum Management System (CMS) is an innovative EdTech platform that helps educational institutions manage and deliver their academic curricula more effectively. The CMS offers several benefits to educational institutions, teachers, and students, including streamlined curriculum development, enhanced collaboration, improved learning outcomes, time-saving, accessible learning, and enhanced parental engagement. The CMS typically includes features such as course catalogs, syllabus development, lesson planning, content creation, assessment and grading, communication and collaboration, and analytics and reporting. With the CMS, educators can streamline their teaching process and create a collaborative learning environment for their students, thereby transforming the education sector. | <urn:uuid:feecde0e-4163-488e-a012-f5c30857da19> | CC-MAIN-2024-10 | http://www.edtech.events/edtech-glossary/curriculum-management-system-csm/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475825.14/warc/CC-MAIN-20240302120344-20240302150344-00894.warc.gz | en | 0.936135 | 947 | 2.9375 | 3 | 1,143 |
We are ready to write our Learning Objectives This is a short blog, and I…
The Role of Instructional Design
Once a training specialist has written the course’s learning objectives and confirmed them with the client, it’s time to begin the instructional design phase. During the design phase, the training specialist plans what the course should look like when it’s complete.
At the end of the instructional design phase, the training specialist produces an instructional design document for the course. In many ways, this document is similar to an architect’s blueprints or a software engineer’s design document. The instructional design document describes the course’s content, but it doesn’t contain the course content—just like a blueprint isn’t a house and a software design document isn’t the actual software.
In this section, we’ll explore the ADDIE instructional design phase and the steps that a training specialist takes to build the instructional design document.
Create an Instructional Strategy
At the start of the instructional design phase, the training specialist should have a pretty good idea of what the learners will already know when they start the course (through a learner analysis). The training specialist should also know what learners will need to learn during the course (as stated in the learning objectives).
How do you create a course that helps people move from what they already know and gain mastery of the new material? That’s the question that the instructional design process answers.
During the instructional design phase, the training specialist reviews the course’s learning objectives and considers the following questions:
- How should content be organized?
- How should ideas be presented to learners?
- What delivery format should be used?
- What types of activities and exercises will best help learners?
- How should the course measure learners’ accomplishments?
The answers to these questions help the training specialist produce the instructional design document. This document describes the course structure and its instructional strategies.
During the instructional design phase, the training specialist does not create course content. The actual course content and training materials will be created during the training development phase.
Steps in the Instructional Design Phase
There are basically three steps in the instructional design phase:
- Plan the instructional strategy
- Select the course format
- Write the instructional design document
Next week we will examine the first step in this phase, the instructional strategy. | <urn:uuid:35bb753d-c7fd-4946-9e93-3401b499a1b1> | CC-MAIN-2024-10 | https://intulogy.com/addie-instructional-design-phase/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473690.28/warc/CC-MAIN-20240222030017-20240222060017-00094.warc.gz | en | 0.910408 | 501 | 3.28125 | 3 | 1,144 |
Geography Vision: Learn together what it is to be a geographer, grow together in our knowledge of the world and our understanding of the human and physical processes occurring.
1 Curriculum Intent
At Coombe Hill Infant School, we aim to deliver a high-quality geography education that inspires pupils to:
- develop fascination and curiosity about the world and its people that will remain with them for the rest of their lives;
- to help children to develop an informed concern about the quality of the environment;
- to thereby enhance children’s sense of responsibilities for the care of the earth and its people and how to manage the environment in a sustainable way;
- to understand some of the relationships between people and environments, specifically regarding our impact on global climate change;
Our teaching staff agree that we are aiming for the same endpoint - that children learn the skills required to be a geographer, starting with the local familiar environment and building outwards to London, the UK, Europe and the wider world. We engage our children by learning about the physical and human features of the countries they have connections with. Geography is taught as a discrete subject and the children are encouraged to make links between their learning in all of the other curriculum areas.
2 Curriculum Implementation
All staff have a clear and ambitious vision for providing high quality teaching of geography. Our curriculum is designed to:
- ensure a rigorous, sequential approach to teaching geography in order for the children to begin to acquire the skills of a geographer;
- to develop understanding of what it means to live in diverse and specific places around the world, enabling the child to be “the expert” about the country they have connections with;
- encourage the use and application of their locational knowledge through daily routines around weather and temperature around the world;
- expect that the teacher’s own speaking, listening, writing and reading of English, supports children in developing their language and vocabulary;
- to improve memory recall through immersion and regular re-visiting and quizzing of key facts;
- to develop the ability to communicate geographical knowledge in a variety of forms;
- to encourage home projects and the sharing of knowledge within our community;
- to develop geographical skills of:
- Basic fieldwork
- Using appropriate geographical vocabulary
- Using atlases and globes, maps and plans
- Using secondary sources of information, including aerial/satellite photographs
- Drawing plans and maps
- Using ICT to help in geographical investigations
Our International month allows us to celebrate the cultural diversity of our school (60% EAL, 14 out of possible 17 ethnic descriptors) as we learn about each other's families, where they come from, traditional costumes and different food from around the world.
3 Key Teaching and Learning Principles
3.1 Geography teaching focuses on enabling children to think as geographers. We place an emphasis on exploring a range of geographical regions, and giving children the opportunity to be the expert about a place of significance to them. We encourage visitors to come into the school and talk about their home country, comparing human and physical features with those of the UK. We recognise and value the importance of stories in Geography teaching, and we regard this as an important way of stimulating interest in places. We focus on helping children understand that geographical processes are occurring all the time and all around them, and that they should always ask searching questions (e.g. ‘Why is it so?’).
3.2 We achieve this through a variety of teaching approaches, including:
- setting tasks which are open-ended and can have a variety of responses;
- setting tasks and providing opportunities which ensure a progression of skills;
- immersing children in topics using maps, images and storytelling;
- encouraging individual and group research at school and home through projects;
- being curious and taking notice when abroad and reporting back in class;
- making use of our school grounds, for map work and orienteering;
- welcoming guest speakers from the school community to ‘show and tell’;
- thinking about our children and where in the world their families have lived/worked;
- short 5-10 minute sessions which allow children to learn about a range of places & processes and to ask and answer key geographical questions such as what is life like for people there;
- avoiding common misconceptions by being precise in our use and explanation of vocabulary when we introduce new topics;
- work that is cross-curricular, practical and rooted in the child’s own experience.
3.3 We provide opportunities for pupils to develop the key skills of:
- Communication, through reading and responding to a range of sources of information, when planning and carrying out geographical enquiries, through taking part in discussions, and presenting findings in a variety of ways.
- Co-operation, through planning and carrying out geographical enquiries that are classroom based or take place on a visit to a site.
- Improving their own learning and performance, through reviewing their work at regular intervals, setting targets for improvement and assessing their achievement.
- Problem-solving, through finding out about a location by investigating a specific question, deciding what information they need to know, identifying relevant sources of information and discussing their conclusions.
- Thinking skills, through work on processing and understanding information, describing and explaining processes, and carrying out investigations of different places.
4 Geography curriculum planning
4.1 We use the National Curriculum and Development Matters documentation as the basis for our planning in Geography, but we have adapted this to our local context. We ensure that there are opportunities for children of all abilities to develop their skills and knowledge, using the skills progression, so that the children are increasingly challenged as they move through the school.
4.2 Our long-term year group plans map the Geography content studied in each term during each year; this is devised in conjunction with the History subject leader and year group leaders to ensure that the humanities complement each other and the rest of the curriculum throughout the year.
4.3 Specific learning objectives and expected outcomes for each lesson are set out in weekly planning for each year group.
5 Cross-curricular opportunities
Staff are encouraged to develop cross-curricular links with Geography and other subjects to provide a relevant and meaningful curriculum for pupils.
Geography contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Children develop oracy through discussing geographical questions, or presenting their findings to the rest of the class. They develop their writing ability by composing reports and letters, and through using writing frames.
The teaching of Geography contributes to children’s mathematical understanding in a variety of ways. Children learn to use numbers when identifying the climate and weather patterns of different locations. Children also learn to interpret information presented in graphical or diagrammatic form.
Links are made between geographical events, processes and features, and with the appropriate areas of the science curriculum. For example, linking Materials with Climate Change, and Minibeasts with Habitats.
Wherever appropriate we use computing to enhance our teaching of Geography. The children use ICT in a variety of ways, such as viewing videos and pictures, researching information on the Internet and presenting information through Powerpoint.
Oracy in all subjects
Our curriculum design allows for as many speaking opportunities as possible as our teachers understand that speaking and listening are at the heart of language. Not only are they the foundations for reading and writing, they are also essential skills for thinking and communication. Our teachers are role models for good spoken English, using ambitious vocabulary and correct grammar. Children are encouraged to read aloud, discuss ideas with their peers and teachers, engage with and learn new vocabulary to extend their spoken and receptive vocabulary.
6 Assessment for/of learning
The knowledge, skills and understanding in the Skills Progression document identify the aspects of Geography in which pupils make progress:
- Locational knowledge
- Place understanding
- Human & Physical processes and vocabulary
- Geographical skills and fieldwork
6.1 Children demonstrate their ability in Geography in a variety of different ways. Teachers will assess children’s work by making informal judgments during lessons. On completion of a piece of work, the teacher assesses the work and uses this information to plan for future learning. Written or verbal feedback is given to the child to help guide his or her progress. Children are also encouraged to assess their own learning and make judgments about how they can move their learning forward.
6.2 At termly intervals, the teacher makes a summary judgement about the work produced. In order to assist these judgements, teaching staff are provided with a skill assessment sheet which, when completed, indicates the children who have met, have not met or have exceeded age-related expectations for that geographical focus. We use this teacher assessment as a basis for assessing the progress of the child, and we pass this information on to the next teacher at the end of the year.
We seek to continually develop the range of resources for all Geography-teaching topics in the school. This includes:
- Listening to stories
- Looking at pictures/photographs/videos/Google Earth
- Map work – studying maps and making their own maps
- Using written evidence and reference books, including atlases
- Visitors from relevant places of geographical interest & school site studies
- Using ICT – internet, Google and Espresso to research
Fun websites for Home Learning
BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/zcdqxnb
The School Run: https://www.theschoolrun.com/other-subjects/geography
Quizzes galore: https://www.educationquizzes.com/ks1/geography/
Sign up to Unicef's Paddington's Postcards and receive a personalised postcard each month and an exciting pack exploring a different country with stickers and activities. All proceeds go to Unicef.
8 Pupils with Special Needs
To ensure all children are fully included they will receive extra support for Geography work from Learning Support Assistants working within the classroom, and where necessary work will be adapted and differentiated to make sure all children can fully access the curriculum. Such pupils include pupils with language/communication difficulties who are given support with reading and writing during Geography lessons. Able pupils will be expected to develop their investigational skills to a higher level and to have a deeper knowledge and understanding of concepts covered in topic work. Able pupils will be encouraged to use a variety of resources to facilitate learning.
9 Monitoring and review
9.1 Role of the subject leader
It is the responsibility of the Geography subject leader:
- to develop, implement and review an action plan for Geography;
- to monitor Geography throughout the school;
- to encourage staff to provide effective learning opportunities for all pupils;
- to develop valid activities appropriate for children at different stages of development, which enable pupils to progress in the subject.
9.2 Monitoring of the standards of children’s work and of the quality of teaching in Geography is the responsibility of the Geography subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. | <urn:uuid:1997a9ac-7b3d-406a-9db6-309def5df1e4> | CC-MAIN-2024-10 | https://www.coombehillinfants.com/page/?title=Geography&pid=156 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476413.82/warc/CC-MAIN-20240304033910-20240304063910-00094.warc.gz | en | 0.947014 | 2,357 | 3.78125 | 4 | 1,145 |
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Geometry Worksheet Answer Keys MHSHS Wiki 10 4 ME amp EE Answer Key Side. Partner Review Activity for Polygon Angle Sum and Quadrilaterals. I used this to evaluation with my kids and then taught kites and trapezoids afterwards. It actually helps them to cease and absorb all the properties of parallelograms. The kite worksheets handing out what are congruent however in pdf assets that are made by geometry software to show the trapezoid. According to theorem on trapezoids, every pair of base angles in an isosceles trapezoid must be congruent.
- 1 Spanish Ci Story & Activities: Super 7 Verbs Present Tense
- 2 Quadrilateral Graphic Organizer With Properties
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Spanish Ci Story & Activities: Super 7 Verbs Present Tense
A simple clarification of the classification of triangles by facet and angles in addition to a proof of seven completely different quadrilaterals and their traits. We have one thousand’s of worksheets for educating reading and writing. Make your personal customized math worksheets, word search puzzles, bingo games, quizzes, flash cards, calendars, and far more. Visit the studying comprehension page for a whole assortment of fiction passages and nonfiction articles for grades one by means of six.
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Happy Shapes Clip Artwork: 2nd Shapes Free
They then regroup and share their discoveries with their groups. The members of the group fill in the other 3 sections of the handout. Does your geometry unit have your students practicing finding the areas of triangles? These task playing cards will help reinforce the abilities they are studying and are perfect for each evaluation and introduction of the subject. In the model new york dmv web site at your license questions. The quadrilateral household and escalate follow with these space of kites worksheets.
In spreadsheet applications identical to the open supply LibreOffice Calc or Microsoft’s Excel, a single doc is called a ‘workbook’ and may have by default three arrays or ‘worksheets’. One advantage of such packages is that they may include formulae so that if one cell price is modified, the whole document is automatically up to date, primarily based mostly on these formulae. Overall, analysis in early childhood schooling reveals that worksheets are beneficial primarily for analysis purposes. Worksheets should not be used for instructing as this isn’t developmentally acceptable for the coaching of younger college college students. Our free science worksheets Introduce ideas in the life sciences, earth sciences and bodily sciences. If a trapezoid is isosceles then each pair of base angles is.
Geometry Quadrilaterals And Polygons Missing Angles And Sides Apply Bundle
In the classroom setting, worksheets usually check with a unfastened sheet of paper with questions or exercise routines for college college students to finish and report answers. They are used, to some extent, in most topics, and have widespread use within the math curriculum the place there are two primary varieties. So that trapezoid and kites worksheet answers i get scribd has two questions to geometry textbook.
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Quadrilateral Graphic Organizer With Properties
They won’t name it’s in pdf worksheets and kites worksheet discover the reply key to geometry classroom to ensure continuous service provider for m substract from eight pieces of. Ask them to break up this biconditional assertion into two statements to prove. So, which intersect at some point if prolonged, precisely one pair of parallel sides. Scribd membership was i have all of the trapezoid and kite worksheet solutions e-book.
The diagonals of a kite are perpendicular; the diagonals of an isosceles trapezoid are congruent; a kite has precisely one pair of congruent opposite angles; an isosceles trapezoid has two pairs of congruent base angles. AREA OF POLYGONS FORMULA SHEET – This formula sheet can be great for students to refer to when doing homework or learning for their exams. Formulas provided for space of a triangle, square, rectangle, kite , parallelogram, trapezoid, rhombus, and composite polygon. Rectangles, triangles, parallelogram, rhombi, kites, and trapezoids visual rationale for why the formulas for their space work. This includes Parallelograms, Special Parallelograms, Trapezoids, and Kites. | <urn:uuid:2a2004c4-e285-4e49-9068-56a46935c3f6> | CC-MAIN-2024-10 | https://templateworksheet.com/geometry-worksheet-kites-and-trapezoids/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474686.54/warc/CC-MAIN-20240227184934-20240227214934-00195.warc.gz | en | 0.913484 | 1,503 | 2.921875 | 3 | 1,146 |
June 14, 2015
June 14, 2015
June 17, 2015
26.829.1 - 26.829.10
Guidelines for Constructing Expert Witness Role Plays for Engineering EthicsExpert witness role plays are interactive simulations where engineering students act as expertwitnesses in mock litigation. This experience gives students an opportunity to experience realworld ethical dilemmas and engage in ethical decision making and actions while using thetechnical rigor of higher level engineering classes. Previous role play scenarios have focused ontraffic crash reconstructions where students use concepts from engineering dynamics todetermine specific answers to how an event occurred. The student was then then “hired” by a lawstudent role-playing an attorney and deposed to render their opinion. Provided the students aretechnically competent, the goal of the exercise is for the engineering student expert to experiencethe temptation associated with advocating for one side of a legal dispute. Previous research hasshown that students find these experiences to be challenging and worthwhile. However, to dateonly one expert witness role play has been constructed and tested. To be more broadly impactful,the efficacy of this approach to engineering ethics education needs to be assessed moresystematically and other educators need to be able to adapt the approach to their intuitions andareas of expertise.The design of the expert witness role play allows educators to focus on three types of learningobjectives: 1) technical skills, 2) professionalism, and 3) ethics. These objectives are co-dependent in the successful navigation of expert witness testimony. An engineering ethicalframework depends on technical skill and an awareness of the distinguishing attributes of theengineering profession. Educators can craft their version of the role play with different emphasison each of these learning objectives, yet all aspects should be addressed.The purpose of this paper is to explain how to implement the expert witness role play pedagogy.Lessons learned from previous implementations will be used to define a set of guidelines anddecision points for crafting a role play that accomplishes the learning objectives of a specificinstructor and can be completed within the resource constraints of that instructor. Theseguidelines will be implemented at a different institution, in different engineering discipline, usinga newly developed scenario, and adapted to the constraints of the course in which it will be used.As such, the generalized implementation of the expert witness role play pedagogy will be testedand refined. Specifically, the experiences and implementation of the traffic crash reconstructionexpert witness role play in a department of Mechanical Engineering will provide the basis fortranslation of the pedagogy to a different School of Engineering. In the new exercise issues inrenewable energy generation and development motivate an expert witness litigation exercisecentered on a range of benefits an externalities associated with large-scale photovoltaic (PV)development. Recommendations and implementation improvements are discussed.
Brummel, B. J., & Daily, J. S., & Stauth, J. T. (2015, June), Guidelines for Constructing Expert Witness Role-plays for Engineering Ethics Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24166
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015 | <urn:uuid:ccd0fa51-163f-40ec-a3f4-7a5af0fea86c> | CC-MAIN-2024-10 | https://peer.asee.org/guidelines-for-constructing-expert-witness-role-plays-for-engineering-ethics | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476137.72/warc/CC-MAIN-20240302215752-20240303005752-00195.warc.gz | en | 0.903579 | 751 | 2.59375 | 3 | 1,147 |
One of the things Agile Learning Labs is known for is our use of simulations and learning games. Learning games are effective because they engage across all four of the key learning styles:
Because they operate at so many different levels, learning games are highly effective at conveying complex concepts like those involved in agile development methodologies. In this workshop we will teach you how to create a game based on your own learning objective.
We will introduce and explain key game design elements including: strategy, chance, choice, collaboration, competition, interference, balance, secrecy, roles, and turns. And we will demonstrate how to use these game design elements by suggesting ways they could be used to design games around learning objectives suggested by participants.
We will introduce a simple process for creating games and simulations:
- Choose a learning objective or concept to explore.
- Identify important constraints such as the number of players, the time frame, and the expected skill level of the players.
- Choose a mechanism: board game, card game, building challenge, open ended simulation, etc.
- Choose a set of design elements to employ.
- Draft the rules by which players will play the game.
- Play the game, discuss, and iterate.
- Keep iterating, tweaking the rules until the game feels solid and fun. | <urn:uuid:fe275092-a46b-43e8-b7fe-f567950c03f8> | CC-MAIN-2024-10 | https://agilelearninglabs.com/workshops/creating-agile-learning-games/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474445.77/warc/CC-MAIN-20240223185223-20240223215223-00295.warc.gz | en | 0.925074 | 269 | 3.625 | 4 | 1,148 |
Lessons Learned in Design and Development of Synchronous Online Courses: A Case Study
The purpose of this report is to conduct a retrospective internship and field studies examining the design and development process of five synchronous online courses and, in turn, to provide a reflection on …. in continuing education.
Chapter 1: Introduction
- About the host organization
- Expected duties and outcomes
- The scope and objectives of the internship
- supervision method
Chapter 2: Literature Review
A summary of any background research or analysis that informed decisions about how to undertake the project’s activities and how the literature supported the project.
Background/definitions of distance education & continuing professional development, online continuing education, synchronous online education
Advantages and disadvantages of synchronous online learning
RQ1: What is the process for designing and developing a synchronous online course at SCS?
RQ2: What is the instructional design strategy for eLearning projects at School?
RQ3: What is the relationship between instructional designer and course developer?
Adult learning theory (design)
My point of view: One learning theory can never stand on its own and the School should not approach learning theory from one angle.
- Experiential learning
- Focuses on learning through experience and reflection. This is a hands-on approach that is accompanied by a self-reflexive and metacognitive process
- Encourages students to collaborate while solving open-ended problems
- Quality factors for experiential continuing education
- Applying Experiential Learning Principle: Implications for instructional course design
- Transformational learning
- Uses disorienting dilemmas to challenge students’ preconceptions
- Encourages critical thinking
- Prepares students to engage and question their underlying assumptions about their world
- Results in a transformation of perspective
Best practices in online education (evaluate)
- Seven Principles for Good Practice (Chickering and Gamson,1987)
- Three interactions model (Moore and Kearsley, 1996): teacher-student interaction, student-student interaction, and student-content interaction
- Community of Inquiry Model (Garrison, Anderson, & Archer, 2001): teaching presence, social presence, and cognitive presence
- Ways to spot level of learner engagement
Working with SMEs: Collaborative Framework
- Through a consultative approach
Instructional Designer as a thinking partner and chief online learning strategist
- The roles and scope of the instructional designer and SME in the framework of an online course design project in continuing education
- Effective conflict resolution strategies
- interpersonal communication skills to provide feedback and drive course revisions
Chapter 3: Description of the Project
This section should include a comprehensive account of the activities carried out during the internship, typically in case study format. What specific components of the Educational Technology program were instrumental in preparing you to carry out the tasks required by the internship?
Design Process (description of phases)
- The School’s online course design roots in ADDIE model (question about if it’s the best one?)
key components that to provide support to SMEs
- Aligning course content, learning outcomes, learning experiences, and evaluation strategies
- Learning Objectives In-Depth
Chapter 4: Reflections on the Internship Process
This section should address the following questions:
- How did you benefit from the internship?
Bridge theory and practice
- How did the host organization benefit from the internship?
What instructor said about my support?
Areas of growth:
- Did you encounter major gaps between your preparation and required performance?
- Did you encounter major problems in carrying out the internship? If so, how did you address them?
- Did the host organization encounter major problems? If so, how did it address them?
- Given the opportunity to do the project again, what would you do differently?
Chapter 5: Conclusions and Recommendations
Based on the experience gained, discuss recommendations you offer to:
- The Educatonal Techonlogy Program
- The Internship component of the Program
- The Host Organization
- Future Internship students
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Get your money back if your paper is not delivered on time or if your instructions are not followed. | <urn:uuid:5b113597-69f9-468d-8c7f-47fa72be2457> | CC-MAIN-2024-10 | https://gethomeworkdone.com/lessons-learned-in-design-and-development-of-synchronous-online-courses-a-case-study/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473370.18/warc/CC-MAIN-20240221034447-20240221064447-00395.warc.gz | en | 0.895313 | 966 | 2.609375 | 3 | 1,149 |
d to assemble a complex piece of furniture without an instruction manual? Navigating the creation of educational content can be akin to a journey through darkness, making instructional design guidelines an invaluable source of illumination. That’s where instructional design guidelines come into play. They are the torchlight that guides you through the maze of educational content creation.
Ponder for a moment about instructional designers, those behind-the-scenes heroes who architect our learning experiences. What if we could peek into their world?
In this journey together, we’ll explore how they create impactful online courses using established models like ADDIE and Merrill’s Principles. We’ll delve into fostering accessibility and improving workplace training with Bloom’s Taxonomy.
We’re also going to witness technology revolutionizing learning experiences, while maintaining quality assurance at every step. Curious already? Stay tuned as we embark on this enlightening exploration!
Table of Contents:
- Unraveling the History and Evolution of Instructional Design
- Diving into Key Instructional Design Models
- Fostering Accessibility in Good Instructional Design
- Implementing Instructional Design in Workplace Learning
- The Role of Technology in Enhancing the Learning Experience
- Evaluating the Effectiveness of Instructional Design
- FAQs in Relation to Instructional Design Guidelines
Unraveling the History and Evolution of Instructional Design
The journey of instructional design is an intriguing one. Born out of World War II, this discipline has grown into a pivotal role in education and training.
Imagine it’s the 1940s. You’re tasked with creating training materials for hundreds or even thousands of soldiers – fast. The urgency sparked the inception of instructional design, primarily focusing on developing efficient learning experiences to achieve specific outcomes.
This ‘wartime innovation’ later found its way into classrooms and workplaces alike. As educational technology evolved, so did instructional design principles – adapting to new modes, models, formats, and tools.
The Shift Towards Learning Objectives & Outcomes
In the early days, good instructional design work centered around crafting effective lessons that met well-defined learning objectives. These were guided by clear learner outcomes that outlined what learners should know or be able to do after completing a course or module.
A classic example? Bloom’s taxonomy—a classification system used extensively in curriculum development—allowed designers to align activities with specified learning goals accurately.
Growth Through Models & Principles
Moving forward from merely achieving set objectives toward fostering understanding and engagement became crucial as time progressed. Several influential design models emerged over time – ADDIE model being a notable standout for its simplicity and effectiveness in e-learning courses creation process.
The stage was also shared by Merrill’s Principles—the task-centered approach enabling learners to absorb information better—and Gagne’s Nine Events offering robust strategies inspiring learners towards higher cognitive abilities.
Instructional Design in the Modern Era
Fast forward to today, and instructional design has embraced technological advancements with open arms. With the rise of digital tools such as social media, cloud computing and big data, instructional design has been forever changed to encompass modern learning experiences.
Now, it’s not just about classrooms or online courses. Employee training materials also rely heavily on this discipline for effective workplace learning. This shift shows that top-notch teaching methods can be molded to fit different situations—a testament to its adaptable roots.Key Takeaway:
Instructional design’s journey began in the 1940s during World War II, where it was used to create efficient training materials for soldiers. This discipline evolved over time with technology advancements and shifts towards well-defined learning objectives. From classroom education to workplace training, instructional design adapts its methods to suit various situations, always focusing on enhancing understanding and engagement.
Diving into Key Instructional Design Models
When it comes to instructional design, several models are in use today. These include the ADDIE model, Merrill’s Principles of Instruction, Gagne’s Nine Events of Instruction, and Bloom’s Taxonomy. Each offers unique ways for instructional designers to develop effective learning experiences.
Unpacking the ADDIE Model
The ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation, is one such method widely used by curriculum designers in creating eLearning courses. The systematic approach ensures that all aspects from understanding learners’ needs to evaluating training effectiveness are considered.
In the analysis phase of this design process, professionals examine what students need to learn and how best they can do so. This involves a deep dive into previous knowledge and expected learning outcomes, which informs subsequent stages.
This is followed by designing engaging materials tailored specifically towards achieving these outcomes before moving on to development where resources get created or gathered as required based on your blueprint made earlier during the planning stage. Quality assurance is crucial at every step along the way here too since this directly impacts the overall learner engagement rate once the course goes live online.
Exploring Merrill’s Principles of Instruction
Merrill’s Principles of instruction propose an alternative route: task-centeredness forms its foundation – anchoring learning around real-world tasks helps ensure practicality over theoretical fluff writing, making it more relatable for adult learners, especially within workplace training contexts where immediate applicability often drives motivation levels up high.
Merrill’s five principles also include activation, demonstration, application, integration, among others collectively designed to help foster deeper comprehension retention skills compared to traditional rote memorization techniques. By doing so, they make sure the learning process is active and engaging for learners.
Both ADDIE and Merrill’s Principles pack a punch – ADDIE brings to the table its well-structured plan, while Merrill zeroes in on task-centric learning that boosts learner involvement. The ball is in the court of instructional designers to pick which model hits their targets best.Key Takeaway:
Digging into learning design models like ADDIE and Merrill’s Principles can totally transform how you create impactful eLearning. With its well-structured approach, ADDIE takes you from understanding learner needs to assessing the success of your course. Meanwhile, Merrill’s task-focused principles provide real-world learning that really clicks with grown-ups. Picking between these hinges on what
Fostering Accessibility in Good Instructional Design
Good instructional design is about more than just presenting information. It’s about making sure everyone can access and understand it, no matter their abilities or circumstances.
The foundation of accessibility in instructional design lies in creating content that’s inclusive from the get-go. That means using a variety of media like videos and audio responses to cater to different learning styles. Let’s say you’re explaining a complex concept – having an accompanying video might help visual learners grasp the idea better.
But what happens when your learner has hearing impairments? Subtitles can be utilized to make certain those with hearing impairments are able to keep up with the concept being explained. They ensure that these learners are not left behind by giving them a text version of spoken content. Best practice guidelines for instructional design advocate for this level of consideration towards all types of users.
User Navigation and Interactivity: The Key to Learner Engagement
Navigating through learning materials should be as easy as pie – even if you’ve got motor skills challenges or cognitive strategies at work due to conditions like ADHD or dyslexia. A well-designed course will have clear navigation buttons, progress indicators, simple menus, etc., so anyone can find their way around easily without feeling frustrated.
Another essential aspect is interactivity which involves engaging with the material rather than passively receiving it — think quizzes after each section or interactive diagrams that explain processes step-by-step. By letting learners interact with the course material directly instead of just reading or listening to lectures, we achieve higher learner engagement rates leading us closer toward effective learning outcomes.
Aiming for Universality In Learning Impact
It’s crucial to remember that good instructional design doesn’t stop at making courses accessible. It extends into the realm of learning impact as well.
A key principle is universality — creating courses learners from all walks of life can relate to and benefit from. This involves taking into account cultural differences, prior knowledge levels, and even digital literacy rates when designing course content.
I’m sorry, but I can’t generate a revised paragraph as you asked because there’s no text given for me to revise. Could you please provide the content that needs editing?Key Takeaway:
Good instructional design isn’t just about sharing knowledge, it’s also about making sure everyone can grasp it. This means using varied media like videos with subtitles and designing for easy navigation and interactivity. The goal? To create inclusive courses that engage all learners, regardless of their abilities or backgrounds.
Implementing Instructional Design in Workplace Learning
Workplace learning has become a cornerstone of professional development. Modern organizations need personnel who are able to adjust quickly, be accommodating and have the capacity to rapidly pick up fresh abilities. But how do you create training materials that meet these needs? The answer lies within instructional design.
The world is increasingly digital, and workplace learning has adapted to this shift. Technological advances such as social media, cloud-based computing, and big data have all been harnessed by instructional designers to create more effective learning experiences.
A key element in designing engaging courses is applying Bloom’s Taxonomy. This model classifies cognitive processes into six categories: remembering, understanding, applying, analyzing, evaluating, and creating. Each category includes measurable verbs that push learners towards deeper understanding and application of knowledge.
Applying Bloom’s Taxonomy in Workplace Learning
Incorporating Bloom’s taxonomy can help learners absorb information better while simultaneously providing valuable insights for instructors about their progress. For instance, ‘remembering’ might involve recalling facts or basic concepts; ‘understanding’ could mean explaining ideas or interpreting material based on personal judgment; ‘applying’ involves using learned information directly either practically or theoretically. The higher levels – analyzing (drawing connections), evaluating (justifying decisions), and creating (producing original work) – offer greater intellectual engagement leading to superior learner outcomes.
Beyond just compliance topics, incorporating principles from educational technology like e-learning courses enables instructional designers to develop strategies tailored specifically towards meeting organizational goals, which may include everything ranging from technical skill acquisition right through leadership training modules.
Good instructional design emphasizes accessibility, including features like videos, subtitles, user navigation, interactivity, and audio responses. This approach allows for greater learner engagement, which is key to ensuring learning objectives are met.
Any good training program doesn’t just give out info. It’s about firing up learners, building on what they already know. For an instructional designer, the real trick is to put these theories into play in a way that works.Key Takeaway:
Revamping workplace learning? Turn to instructional design. With tech breakthroughs and frameworks like Bloom’s Taxonomy, we can craft engaging courses that really resonate with learners. The aim is not just to remember and understand, but also apply, analyze, evaluate and create. Plus, let’s make sure our course design isn’t only top-notch—it’s accessible too. Think videos.
The Role of Technology in Enhancing the Learning Experience
Instructional design has evolved significantly with technological advancements. Today, it focuses on improving the learning experience (LX), leveraging tools such as social media, cloud-based computing, and big data.
Social media platforms are no longer just about connecting people; they’re now a part of effective learning strategies. They can be used to engage learners by facilitating discussions and sharing resources. This encourages peer-to-peer learning which often leads to higher learner engagement and improved understanding.
Cloud-based computing, another significant tech advancement, allows instructional designers to work remotely while accessing all necessary resources from anywhere at any time. It lets them easily update or modify online courses without causing disruptions for learners. Moreover, this technology supports scalability—meaning eLearning courses can accommodate an unlimited number of users simultaneously.
Data is crucial in instructional design too. With more students taking online courses than ever before thanks to developments like big data, we have unprecedented access to information about how people learn best individually and collectively. Analyzing these insights helps us create tailored experiences that resonate with each student’s unique needs, thereby enhancing their overall learning impact.
Apart from being useful tools for designing engaging educational content, these technologies also provide powerful means for evaluating training effectiveness post-delivery through tracking metrics such as completion rates, time spent on tasks, or quiz scores, helping ensure quality assurance in our designs.
Educational Technology Tools – An Added Advantage?
Yes. Educational technology adds another layer of interactivity, making instruction even more compelling and leading to better learner outcomes. But let’s not forget—it’s still important to focus on the fundamentals of good instructional design practice, irrespective of new gadgets coming into play because ultimately, it’s the learning goals that matter most.
As instructional designers, we must remember to inspire learners and help them absorb new knowledge by applying it in practical scenarios. For this reason, incorporating real-world examples or case studies into our design work can significantly enhance learner engagement and make online learning experiences more effective.Key Takeaway:
Embracing tech advances can revolutionize instructional design, making learning more engaging and personalized. Social media sparks discussions, cloud computing enables seamless updates and scalability, while big data insights help tailor content to learners’ needs. However, we mustn’t forget that the heart of good instruction lies in inspiring learners and linking new knowledge with practical scenarios.
Evaluating the Effectiveness of Instructional Design
Instructional design work, in its essence, is about making sure learners absorb and apply new knowledge effectively. But how can we be certain that our designs achieve learning goals? The answer lies in a diligent evaluation process.
It’s crucial to understand that instructional designers develop content not just for the sake of imparting information but also to bring about changes in learner behavior or skills. Thus, assessing whether this change has occurred becomes vital. To ensure quality assurance, various tools like feedback surveys or quizzes can help gauge if the learners understand what they’ve been taught.
A good example here is Bloom’s Taxonomy (Vanderbilt University – Bloom’s Taxonomy), which classifies cognitive strategies into different levels from remembering facts to creating something new with learned knowledge. It allows us as curriculum designers to create concept maps for evaluating training benefits across these different cognitive stages.
The Role of Big Data and Learning Management Systems
In today’s world where big data rules supreme, it plays an essential role in improving learning outcomes too. As instructional designers work on e-learning courses, using analytics from Learning Management Systems (LMS) gives them insights into areas such as time spent by each learner on a module or their performance against set benchmarks. This helps evaluate whether the training material aligns well with their needs and assists in modifying course structure when necessary.
Making Learner Engagement Central
We know effective learning happens when engagement meets understanding instructional objectives. So why not make learner engagement central while evaluating effectiveness?
This means looking at factors beyond simple test scores:
- Are learners interacting with the course content?
- Do they feel motivated to complete tasks and achieve learning objectives?
- Is there an increase in learner outcomes post training sessions?
Asking these questions lets course creators build lessons that don’t just teach, but also captivate and inspire learners while boosting their skills. Take role-play simulations or gamified learning modules as an example – they make the learning experience a whole lot more engaging.Key Takeaway:
Make Learning Stick: Effective instructional design isn’t just about sharing knowledge, it’s about shaping behavior. Use tools like feedback surveys or Bloom’s Taxonomy to check if learners really get what they’ve been taught.
Design Powered by Data: Harness the power of big data and LMS analytics to customize your e-learning courses.
FAQs in Relation to Instructional Design Guidelines
What are the 4 C’s of instructional design?
The four Cs of instructional design are Context, Content, Conduct, and Consequence. These principles guide the process to make learning engaging and effective.
What are the five basic instructional design components?
The five key components include analysis of learners’ needs, defining objectives for instruction, creating engaging content delivery methods, assessing learners’ understanding and evaluating overall course effectiveness.
What are the criteria for good instructional design?
A solid instructional design ensures clarity in learning goals, relevancy to learner’s real-life situations or jobs, interactivity for engagement purposes and periodic assessment to track progress.
What are the three major components of Instructional Design?
The three core elements encompass analysis (of learner needs), development (of materials) and evaluation (for quality assurance). | <urn:uuid:e13bcc21-8792-4f86-92cf-0f5c107a8449> | CC-MAIN-2024-10 | https://www2.learnbrite.com/2023/12/19/instructional-design-guidelines/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473819.62/warc/CC-MAIN-20240222125841-20240222155841-00395.warc.gz | en | 0.913615 | 3,569 | 3.546875 | 4 | 1,150 |
Answer the Beer Game question
- What are the benefits of communication
Communication in logistics equips suppliers of raw materials, producers and suppliers of consumable goods and services with relevant market information. In various instances, we observe market inefficiencies, which result from information asymmetry. Thus, communication enhances market knowledge and aids in proper channeling of raw materials and finished goods to targeted market actors. Between the levels, that is, between retailer, OEM, warehouse and factory, communication facilitates material and information flow. The gap between retailers, EOM, warehouse and factory can only be reduced if the delivery process embraces the need to have a clear and proper means of communication. Extending from acquisition of raw materials to delivery of goods and services to final consumers, communication links the vendors and service providers in the supply chain. Other than between levels, communication plays an important role within the logistic process since it enhances logistical planning and identification of the various challenges proponent to the distribution process. Proper planning is essential for market acquisition and meeting customers’ demands through efficient and sufficient deliveries. Similarly, communication links the various processes within the factory. Product managers must link with inventory managers and other employees in order to produce the most needed item. This begins from acquisition of unprocessed raw materials to production of final goods and services which are finally distributed to customers.
- If you could change the structure of the network, assuming the rules on ordering, communication, and lead times are the same, how would you do it? Justify your answers.
The structure of the network in logistical planning otherwise known as the supply chain flow entails material flow, information flow and financial flow. From the information given in the Beer Game Model, the network system begins from material flow through information flow to financial flow. Assuming no changes on the rules of ordering, communication and lead time, this network structure could be altered, and information flow be given the first priority. The exchange of information between suppliers of raw materials and manufacturers is a vital step in inventory management. This is because information flow gives factories the opportunity to compare quality and quantity of the materials in light of the prices charged and also to make adequate preparation for order transmission and other consignment updates. The second stage in the supply chain could be financial flow which entails payment of orders, consignment and title ownership. This is because, unless the purchases are made on credit, payment on delivery is very necessary. Once the materials are paid for and the deal sealed, the next stage would be to make actual delivery of the materials to respective firms and consumers. The stated structure of supply network would help in reducing the risk of material loss and damage, and instances of unmet company’s supply goals.
- Suppose you were faced with a competitor who offered lower prices and your customers began defecting. How would you change the network rules, communications, etc., to respond given the continuing need to balance inventory and customer service?
Every supply chain aims at improving product and service consumption level. Where there are inefficiencies in the supply process, consumers tend to be uncomfortable and may at times loose trust on the company’s supply chain. In a perfect competitive market, a producing firm should consider the pricing strategy of its competitor, and respond by changing the network rules with an intention of retaining and attracting more customers. The only way a firm can reduce the price of a consumable product or service is by ensuring that the cost of production is significantly reduced. This entails seeking information on better price offers: raw materials and intermediate goods, and ensuring that the production and distribution process proceeds at relatively lower costs.
- What do you think the learning objectives of this exercise were and how were they accomplished? What would you to do improve the exercise?
From the questions provided, a person would argue that the learning objectives of this exercise were to make a learner understand the importance of communication in a company’s supply chain, to impact inventory managers with relevant information on material and product management, to enhance efficiencies within the supply chain, to improve consumption levels and to reduce backlogs in a company’s supply chain. The question-answer format has been used to propel the study and to create room for more investigations and discussions. By answering the questions fully, a person is capable of deriving the basic inventory management concepts, thus developing a supply chain that is more efficient and cost effective. The exercise could be made more practical by engaging the learner in company operations, designing of supply and pricing strategies. | <urn:uuid:3562a47a-1ba9-4308-8497-a2f6a769907f> | CC-MAIN-2024-10 | https://www.bestessayservices.com/blog/sample-essay-paper-on-answer-the-beer-game-question/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474470.37/warc/CC-MAIN-20240223221041-20240224011041-00395.warc.gz | en | 0.951066 | 908 | 2.59375 | 3 | 1,151 |
Accessible Course Design
Pro-actively designing your course to meet accessibility standards not only benefits students with documented accommodations, but also students who are English language learners, students working in loud or quiet environments, students with limited access to private working environments, students with visual impairments, and students who may have undiagnosed or invisible diagnosis such as dyslexia and ADHD.
Did you know that designing your course for accessibility is a civil rights issue? Specific laws that reference disability rights include the Americans with Disabilities Act (ADA) of 1990 (revised 2008), Section 504 of the Rehabilitation Act of 1973, Section 508 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act (IDEA) (reauthorized 2004). Designing your course for accessibility ensures that ALL of your students have equal access to achieve their learning goals.
The Center for Faculty Excellence is here to help you take a proactive approach to designing your course content to meet accessibility standards. Begin by exploring our resources below!
Principles of an Accessible Course:
Instructor-Created Course Documents
All course documents (Word, PDF) distributed in-class or virtually must be formatted correctly for all students to access the content. As a general rule of thumb, we suggest that instructors DO NOT use PDF documents. Students using any adaptive technology, such as screen readers, are unable to read documents that have been scanned and saved as PDFs. Remediating PDF's for accessibility is also very time-consuming. For these reasons, we suggest that instructors default to Microsoft Word for all course documents.
The key components of an accessible document include: proper heading styles, alt-text for images, properly formating tables, links and hyper links, and lists. Microsoft Word and Adobe Acrobat Pro DC also includes an accessibility checker that you can run after formatting your document to check for any outstanding accessibility issues.
Refer to the following steps to create an accessible document in Microsoft Word.
Found Course Documents and Articles (PDF)
Many instructors use found PDF documents and articles in their course. The majority of these documents are in PDF format and need accessibility remeditation. For these documents, we suggest that instructors reach out to an accessibility professional in the Office of Accessibility Services to check for any accessibility concerns. Instructors can also reach out to the University Libraries and work with a librarian to source articles that are already in an accessible format. If your document will be posted on a BGSU website, you can submit your PDF for remediation via the Office of Marketing and Brand Strategy.
Is My PDF Document or Article Accessible?
How to test: Try selecting text using a mouse, or select all text using Edit > “Select All” from the Acrobat menu.
If No, this is an image file and is not accessible. Covert to text using View > Tools > “Recognize Text.”
Refer to the following steps to check for PDF Accessibility in Acrobat Pro
- Creating Accessible Course Documents in Microsoft Word (19:45 minutes)
- PDF Remediation Basics (24:31 minutes)
- PDF Accessibility - Reading Order and Color Contrast (3:03 minutes)
- PDF Accessibility - Lists (3:05 minutes)
- PDF Accessibility - Blank Artifacts (2:19 minutes)
- PDF Accessibility - Tables (3:58 minutes)
- PDF Accessibility - Alt Text (3:55 minutes)
- PDF Accessibility - Headings (8:36 minutes)
Ensuring that your course videos are enabled with accurate captioning is an essential component of accessible course design. Accurate captioning not only assists students who have hearing impairments, but also students who are English language learners, students working from a public space, students working in a loud environment who are unable to hear the video, and students working in a quiet environment who are unable to use video sound.
Captioning Your Own Videos
When recording your instructional video, it is important speak clearly and slowly, only one speaker at a time, and use a headset with a good microphone. Doing so will allow for a higher likelihood that the auto-generated captions will be accurate. We also suggest that if you are using longer terminology or jargon in your lectures or instructional videos, to say the word and then spell it out before continuing on, which could help minimize editing later.
As an instructor, you have access to record or upload videos (MP4, YouTube, Vimeo) into Canvas Studio. Once you have loaded your video into Canvas Studio, you will need to review the auto-generated captions for accuracy. Watch this short Canvas Studio Closed Captioning Tutorial to learn how to edit your captions.
If you choose to record and upload your MP4 video on YouTube to share with your class, YouTube will auto-generate captions. Before you share the YouTube video with your class, you will need to ensure that the auto-generated captions are accurate. If you need to make edits in your auto-generated captions on YouTube, you can follow the YouTube captioning directions to make those changes.
If you are recording a video using Zoom, it is important to enable the audio transcription for your cloud recordings. "Audio transcription automatically transcribes the audio of a meeting or webinar that you record to the cloud. After this transcript is processed, it appears as a separate VTT file in the list of recorded meetings. In addition, you have the option to display the transcript text within the video itself, similar to a closed caption display. The transcript is divided into sections, each with a timestamp that shows how far into the recording that portion of the text was recorded. You can edit the text to more accurately capture the words, or to add capitalization and punctuation, which are not captured by the transcript." (Zoom) You can then upload this transcript into YouTube or Canvas Studio to use as your captioning.
If you would like to pay to have your course videos captioned, the CFE suggests using Rev for your captioning services. English captions are listed as $1.50 per minute. Discuss payment options with your department.
Many times through out course instruction, you will need or want to provide links to external resources. When linking to external resources, there are a few best practices to follow:
Use Descriptive and Concise Text for the Hyper Link
Tell the student (visual reader or screen-text reader) where they are going and what they will be doing when they access the link.
- Accessible: Review resources on the Center for Faculty Excellence website for more information.
- Non-Accessible: For more information about the Center for Faculty Excellence resources, click here.
Hyper Linking Videos
Utilize descriptive and concise text, but also indicate to the student that the hyper link will redirect them to a video. It is also a good idea to note the length of the video for students before they open the link. Students are more likely to watch a video between 2 - 5 minutes in length vs. a long lecture.
- Accessible: YouTube: What is Universal Design for Learning (UDL)? (2:52 minutes)
- Non-Accessible: Watch the following video to learn about UDL
Embedding Videos in Canvas
When incorporating content into your Canvas course, you can embed videos as well as include them as hyper links. Read the following directions to learn how to embed a video in your Canvas course.
Canvas is the Learning Management System (LMS) system used at BGSU. All members of the BGSU Teaching Community have access to a Canvas shell that is attached to the course they are teaching. Even if you are not teaching your course in an online or hybrid format, all instructors should be using Canvas as part of the teaching strategies and to post the course syllabus.
One way to ensure your Canvas course meets accessibility requirements is to download and use the BGSU Canvas Template. Employing a course template allows you to spend less time on course design so you can focus on your learning objectives and on interacting with students. Widespread use of this template will help ensure that students have a more consistent experience in Canvas, regardless of the courses they are enrolled in.
Key components of Canvas accessibility include: proper use of headings, alt-text for images, proper formatting for tables, color contrast ratios, and links & hyper links. Canvas also utilizes an accessibility checker called Ally that will notify you of any accessibility issues.
Canvas Video Tutorials
- Five Principles for Creating an Accessible Canvas Course (13:33 minutes)
- Introduction to Canvas Ally (2:42 minutes)
- Canvas Course Design with Accessibility in Mind (22:33 minutes)
Universal Design for Learning
Universal Design for Learning (UDL) is an educational framework that aims to remove barriers to learning that exist inside the learning environment or curriculum; creating an equitable learning experience to meet student variability. Learn more about Universal Design for Learning.
Students With Documented Accommodations
Students who are registered for services are required to contact their faculty at the beginning of each semester to share a Student Accommodation Memo and discuss approved accommodations. If you have any questions about a student's accommodations, please contact BGSU's Office of Accessibility Services.
A Guide to Disability Rights Laws. A guide to disability rights laws. (n.d.). Retrieved September 9, 2022, from https://www.ada.gov/cguide.htm
About idea. Individuals with Disabilities Education Act. (2022, August 10). Retrieved September 6, 2022, from https://sites.ed.gov/idea/about-idea/
Alternative text. WebAIM. (n.d.). Retrieved September 12, 2022, from https://webaim.org/techniques/alttext/ Environmental Protection Agency. (n.d.). What is Section 508? EPA. Retrieved September 9, 2022, from https://www.epa.gov/accessibility/what-section-508#:~:text=Section%20508%20requires%20that%20the,work%20for%20the%20federal%20government.
“Microsoft.” Present with Real-Time, Automatic Captions or Subtitles in PowerPoint, https://support.microsoft.com/en-us/office/present-with-real-time-automatic-captions-or-subtitles-in-powerpoint-68d20e49-aec3-456a-939d-34a79e8ddd5f.
New on ada.gov. ADA.gov homepage. (n.d.). Retrieved September 6, 2022, from https://www.ada.gov/
Protecting students with disabilities. Home. (2020, January 10). Retrieved September 6, 2022, from https://www2.ed.gov/about/offices/list/ocr/504faq.html
“Typefaces and Fonts.” WebAIM, https://webaim.org/techniques/fonts/.
Updated: 05/04/2023 01:56PM | <urn:uuid:227b8088-a03a-4249-83b3-ceac6d879f2b> | CC-MAIN-2024-10 | https://www.bgsu.edu/center-for-faculty-excellence/just-in-time-resources/accessibility.html | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474594.56/warc/CC-MAIN-20240225071740-20240225101740-00395.warc.gz | en | 0.894311 | 2,327 | 2.515625 | 3 | 1,152 |
1. What is LegiLexi?
LegiLexi is a non-profit foundation based on the vision that all pupils in Sweden should acquire proper reading skills in Primary Education (age 7-10). LegiLexi offers a formative assessment tool, a teacher course (which are linked together) plus a “resource library”. The nine assessment tests can be performed on a computer, ipad or on paper. Once completed, the teacher can analyze the result through a web-based test portal and personalize reading assignments accordingly with support from the course and the available resources. The provided learning analytics tools in the software help teachers to identify both students at risk of not achieving the goals and high performing students that need extra challenges in order to develop. The screening tests are based on the “Simple View of Reading” model (see illustration below). Each test maps different abilities and skills separately. There are also more “holistic” tests that identify how well a student combines the different skills.
2. How can LegiLexi make learning more personalized?
Detecting reading difficulties in young children is a prerequisite for early interventions that can support the needs of individual children in becoming competent readers. As these difficulties present themselves very differently the LegiLexi tests many different skills. Each test takes between 5-15 minute to accomplish. LegiLexi uses a level scale with grades 1-6. Each sub-test result is translated to a level based on how well the test was performed and the national curricula goals for that particular area. When a student reaches green, it indicates that the student is very strong in this particular area and masters the skills required. The course material contains chapters related to the recommendations. For example, there is one chapter about decoding and in that chapter there are examples of lessons targeting decoding skills.
3. What to consider when implementing LegiLexi?
Detecting reading difficulties is only the first step in the long and challenging task of supporting early literacy in all children “Just” testing and mapping your students rarely does any great good. This is why LegiLexi consists of three parts; a formative assessment tool, a course for teachers and an information library. The formative assessment tool is linked to the course material.
Teachers get feedback on the progress of individual children and progress at the classroom level. Teachers also receive suggestions regarding reading instruction for particular children based on the profile of their reading skills. These suggestions are based on learning objectives found in the Swedish curriculum for grade 1 and 3. All tests, exercises, books, articles, apps and other tools have been developed in close collaboration with researchers and teachers and effect studies have shown that LegiLexi has positive effects especially when testing and the teachers courses are combined. With regular testing schools can closely monitor progress and ensure interventions are having the intended impact.
4. Where can I get started with LegiLexi?
All material from LegiLexi is free of charge to all Swedish Schools. In order to use LegiLexis screening tests, teachers have to register an account you register the students you intend to test. LegiLexi recommend to test all students from K-4 (age 6-11). After that, LegiLexis tests can be valuable as a special needs education tool. The service is provided to Swedish schools at https://legilexi.org/ and used by over 21,000 teachers in all of Sweden’s 290 municipalities. | <urn:uuid:5220d9f0-1855-407f-a3e7-6528c8cf1749> | CC-MAIN-2024-10 | https://empower2learn.online/complete-platforms-linked-to-one-discipline/legilexi-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474661.10/warc/CC-MAIN-20240226162136-20240226192136-00395.warc.gz | en | 0.949965 | 712 | 3.578125 | 4 | 1,153 |
- Explain key factors for success in online learning
Online vs. In-Person Classroom
If you’re reading this, you’ve decided to investigate online learning as an alternative to traditional in-person learning. But what will decision really mean for you as a student? Here we will introduce you to the world of online learning. We will show you some of the differences you will encounter when taking online courses rather than in-person courses, as well as how to be successful in online learning.
Types of Online Classes
One of the easiest mistakes when making decisions about online learning programs is to assume that all online learning is the same, or even that there are two broad categories of “online” and “blended.” In actuality, there are many different options of online learning, and they make up a spectrum of options. When selecting online courses or programs, you will encounter terms such as online, distance education, synchronous/live sessions, asynchronous, and blended/hybrid learning. Below we describe each of these terms.
Terms such as distance learning and online learning have been used to describe learning that occurs when the instructor and students are in different geographic locations.
Synchronous learning has become very popular, particularly during the pandemic. Synchronous means any teaching taking place where the teacher and learners participate in a class session at the same time through the use of videoconferencing tools like Zoom or Google Classroom.
Unlike synchronous, simultaneously attended live sessions, asynchronous learning occurs online and consists of assignments and feedback from instructors and interaction with peers where attendees are free to participate on any schedule that suits them. Typically, learners and the teacher are popping into the class at different times. In this format, deadlines and due dates still apply.
Blended or hybrid learning is a combination of online and face-to-face learning and usually involves anywhere from twenty to eighty percent blending of online instruction with traditional face-to-face courses.
How to Be a Successful Online Student
While you will use many of the same strategies required for in-person learning, there are key differences in how you learn in online courses. As mentioned earlier, online instructors’ role shifts to facilitator while online students are expected to engage in independent learning. Independent learners are expected to take a more active role in their learning. At first, this change can be difficult for students, as they may be accustomed to being passive learners. Luckily, there are several strategies that online students can implement to help them be successful independent learners.
Independent learning requires the following skills:
- Defining your learning goal for each course, and each assignment you complete.
- Identifying the steps you must take to move towards your goal. What content do you need to know? How will you learn it?
- Choosing strategies that will support your own learning.
- Reaching out for the support you need from your instructor, classmates, and university support services.
Metacognition for Online Learning
An important skill that successful online students have is metacognition. Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner.
How do you gain the skill of metacognition?
Planning involves two key tasks: deciding what you need to learn, and then deciding how you are going to learn that material.
Monitoring requires you to ask, “how am I doing at learning this?” In monitoring, you are constantly tracking what you have learned, what you don’t yet know, and whether your study strategies are helping you to learn effectively.
Evaluation involves reflection on how well you met your learning objectives after completing a unit of study, or receiving feedback (such as a test or assignment).
Watch this video to learn more about metacognition.
Time Management for Online Learning
In addition to being an independent learner and understanding how you learn best (metacognition), another important aspect of online learning is time management. In order to successfully navigate online courses, online students must learn how to manage their time. Managing one’s time includes making time for all the different priorities in one’s life, including school, work, and family responsibilities
Online learning requires effective time management skills. You may not have the structure of a weekly class to help you organize your time and prioritize your assignments. If you are in a blended course, you will be responsible for a higher number of independent self-study hours than in traditional classroom courses.
If you are interested in learning about how you manage your time, complete this time management quiz.
Singh, V., and A. Thurman. “How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988–2018).” American Journal of Distance Education, 2019, vol. 33, no. 4, pp. 289–306.
Graham, C. R., W. Woodfield, and J. B. Harrison. “A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education.” The Internet and Higher Education, 2013, vol. 18, pp. 4–14.
asynchronous learning: an online learning environment where participants may participate on any schedule that suits them
hybrid learning: an combination of online and face-to-face instruction
synchronous learning: an online learning environment where participants attend the session together at a scheduled time
- Urdan, T. A., and C. C. Weggen. Corporate E-Learning: Exploring a New Frontier. WR Hambrecht Co, 2000. ↵
- Hrastinski, S. "A Study of Asynchronous and Synchronous C-lcarning Methods Discovered That Each Supports Different Purposes." Educause Quarterly, vol. 4, 2008, pp. 51–55, www.educause.edu/ero/article/ asynchronous-and-synchronous-c-lcaming. ↵
- Blackinton, Cherry, Lance Blackinton, and Mary Blackinton. “Student Perceptions of Factors Influencing Success in Hybrid and Traditional Dpt Programs: A Q-Sort Analysis.” Quarterly review of distance education, vol. 18.4, 2017, pp. 71–86. ↵
- Garrison, D. R., and N. D. Vaughan. Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass, 2008. ↵ | <urn:uuid:93f3decd-3577-4cdc-a302-c06a5182c405> | CC-MAIN-2024-10 | https://courses.lumenlearning.com/wm-collegesuccess-2/chapter/online-learning/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474808.39/warc/CC-MAIN-20240229103115-20240229133115-00395.warc.gz | en | 0.912311 | 1,395 | 2.734375 | 3 | 1,154 |
How To Continue Teaching Your Kids When They Get Home From School - The Ultimate Guide
When your kids come home from school and you ask the question “so what did you learn today”, the answer is normally “I don’t know” along with a typical teenage shrug.
Of course, we know that our kids are learning in their time away, but statements like this make us question how much is sinking in, and if our children will succeed when let out into the world.
Children will get most of the social and mental education from home, and although getting good grades can lead them to good jobs, if they don’t have a strong foundation to work on, these jobs may not stick. To avoid this issue, you can continue teaching them when they get home from school.
We have recently acquired the website afterschoolapp.com, and cannot wait to welcome the readers of this content into our fold. From the acquisition, we want to expand our after-school knowledge starting with this article.
Learning Needs To Be Fun
For someone to be interested in the learning process, they need to find it fun. Simply sitting your kids down with more textbooks isn’t going to make them engage with the content. In fact, they may end up resenting this part of their evening or weekend.
Instead, you should focus on some fun ideas and activities that hone into the topics they enjoy.
If your child enjoys fashion then encourage them to learn about sewing. They could create a Halloween costume using cheap items from a thrift store. You might be wondering how this idea can help someone’s overall learning, but through this activity, your child will understand money management, new skills from sewing, as well as designing. They will learn all of this while creating something they can be proud of.
This is an important part of learning outside of school. You want your child to have fun with their lessons, and ideally, they should be self-taught. If your child can learn how to teach themselves something, they will have a relaxed experience with learning and will develop the ability to regulate their education later on in life.
Many of us leave school wishing to never return to a stress-filled institution of boredom, but learning how to teach yourself skills outside of school will prevent your kids from developing a disdain for adult learning.
With this skill intact, your child will be able to go in any direction their life takes them, without being held back by a lack of knowledge in that field - they can simply teach themselves whatever they don’t already know.
Get Them Thinking Creatively
We have touched on this idea already, but get them involved in learning through creativity. You can do this in a number of ways.
Getting Creative In School
Our first suggestion is to encourage them to go wild with events or situations that they are already familiar with. For example, if their school has No Backpack days, encourage them to think creatively. They shouldn’t just show up to school with a paper bag, ask them to go around the house or mall and gather ideas that will make their choice of bag stand out from the crowd.
This will teach your kid 3 things - how to research, how to consider their audience, and how to create unique ideas.
This type of education can’t truly be found in schools. Your kid has to be pushed in real life to find and explore the world around them. You cannot teach someone how to have a unique idea, they have to create it themselves.
Even if your kid’s school doesn't have No Backpack days, you can play a game with your child and the loser has to use their “not a backpack” bag for the rest of the week.
Getting Creative In Social Events
Your child will likely host a party or two in their teenage years. Parties are a great chance to learn about the responsibility of the house, preparation for food and snacks, and creating a welcoming and exciting environment. These social skills will benefit your child when it comes to making friends, making good impressions, and eventually networking in the workplace.
Unique birthday party ideas come from experiencing the world and spending time thinking about how to incorporate these ideas into a fun evening event.
Let’s say your teen is obsessed with the hit TV series Euphoria. Encourage them to make a party based on the show. Get them to think about the outfit styles, the typical food the characters eat, and the type of music they play in the background. Next, consider the scenes that the show plays out and how you can turn them into a game.
This could be a fun activity the two of you could create together or a fun project for your child to work on independently.
Lastly, if your teen doesn’t want to dive into a special genre or TV show, they can simply pick a unique idea and run with it. Instead of having a typical party, they could hold an “anything but clothes” party instead, where all the guests have to come covered but cannot use typical clothing to do so.
Fun and unique ideas like this will teach them how to make fun outfits out of unusual ideas. This will educate them how to be resourceful, give them a new insight into everyday items and allow them to understand they don’t need to spend a lot of money to create something they want.
Help Them Understand The Financial World
Childhood and teenagehood shouldn’t be filled with the stress and anxiety that comes from financial management. Adults have to balance loans, bills, obligations as well as entertainment. These worries shouldn’t be put onto a child, however, if they don’t understand the financial world then the shock of financial management can be overwhelming when they jump into adulthood.
Without financial education, debt becomes a more likely worry.
To combat this, you can do one of two things. The first idea is to teach them how to make money on their own. The second is giving them an allowance.
If you give a child an allowance, they can learn how to save money and manage their financial interests. When spending money, they will learn how much their allowance is worth.
Saving money and learning to manage it is the most important part of this process. It doesn’t matter what they spend the money on - a new pair of trendy shoes, tickets to the cinema, a new game, etc. If they decide that saving up for the purchase is worth it, then they will have balanced their allowance with the product’s worth.
If the child has a job and works for their wage, this concept becomes even more striking. They will learn about whether the wait was worth it, but also whether the time spent away from friends doing a boring task was worth it too.
During this time, your child could learn what they do and don’t like about work. If they want to be outside and hate being locked up indoors, then this experience would help them find an outdoor job in adulthood. If they realize that the work itself doesn’t matter, they just like to see their money pot grow, then they will learn they can handle any job so aiming for wealth won’t harm their mental health.
These concepts can be hard to understand as an adult, especially if you haven’t worked as a child. Many of us take years to realize that one type of job doesn’t suit us but another job makes us happy. Allowing your child to explore this concept, without worrying about bills, will give them the freedom to learn about themselves and their preferred working environment.
Engage In Their Hobbies
Millennials were told that they could do anything they wanted, as long as they set their mind to it. By now we have realized that this idea isn’t true, there are a multitude of hurdles in your way and just because you are good at something, that doesn’t mean there is enough demand to create a stable job from it.
Instead of teaching kids that they can make money from their hobbies, teach them that they can gain mental clarity and a sense of purpose from them instead.
Use their current hobbies as sources of inspiration to teach them about mental health. Remind them that they don’t need to be stuck to their textbooks every day, and we all need a break from study or work to reconnect to the things that make us happy.
Engage with your teen while watching timeless movies and use this time to point out social awkwardness, relatable cringe moments, and the parallels between our society and the fictional ones on the screen. These conversations can help your teen learn about their life in context, and understand how to overcome social issues that may or may not occur in their life.
Sport is a particularly fantastic hobby to help people de-stress from the grind of life. Teaching your child that physical activity can help them find a sense of calm will help them navigate stress when the world becomes intense.
Support Them When They Need It Most
There will be times when your child struggles to talk to you. Perhaps they are being bullied, maybe they are feeling ashamed or confused about sexuality and gender expression, or they could be going into a downward mental spiral and don’t know how to call for help.
Although you need to give your teenager privacy as they learn to understand themselves, they need to learn that you are there for them when they need it.
Give them space while also explaining that if they want to talk about it, they can come to you. You may feel like rushing towards your child in this moment of need, but forcing them to talk won’t work. They need to come to you when they are ready.
As a teaching moment, you will allow your child to understand their feelings while also learning to reach out for support. This is arguably the most important lesson a person can learn. Asking others for help isn’t a sign of failure or weakness, it’s a bridge to becoming healed.
These teaching concepts aren’t ones you will find in textbooks. They are ideas and concepts that will help your child understand the real world around them. Your job as a parent isn’t to teach them how geometry works, it’s to teach them how to navigate the world they live in.
Explaining how to manage their emotions, finances, independent learning and creativity will help your child through the toughest moments in the transition between childhood and adulthood. | <urn:uuid:f56022a0-4ad4-48de-a5da-4d4d711487ac> | CC-MAIN-2024-10 | https://k12loop.com/teaching-your-kids-when-they-get-home-from-school/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.45/warc/CC-MAIN-20240222193722-20240222223722-00495.warc.gz | en | 0.969049 | 2,162 | 2.671875 | 3 | 1,155 |
Work with thought leaders and academic experts in instruction
Companies can greatly benefit from collaborating with an academic researcher whose expertise is in the field of Instruction. These researchers can provide valuable insights and expertise to enhance training programs, improve instructional design, and optimize learning outcomes. By working with an Instruction expert, companies can ensure that their training materials and programs are based on the latest research and best practices. Additionally, academic researchers can help companies identify and address specific learning needs and challenges within their organization. They can also assist in evaluating the effectiveness of training programs and recommend improvements. Overall, collaborating with an Instruction expert can lead to more effective and efficient training, improved employee performance, and better organizational outcomes.
Librarian, digital scholarship, instruction, scholarly communication
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Teacher Educator, Researcher, and Collaborator
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Example instruction projects
How can companies collaborate more effectively with researchers, experts, and thought leaders to make progress on instruction?
Developing a Customized Training Program
An academic researcher in Instruction can collaborate with a company to develop a customized training program tailored to their specific needs. This includes identifying learning objectives, designing instructional materials, and implementing effective teaching strategies. The researcher can ensure that the training program aligns with the company's goals and objectives, and incorporates the latest research in instructional design and adult learning principles.
Improving E-Learning Courses
Many companies rely on e-learning courses for employee training. An Instruction expert can help improve the effectiveness of these courses by providing insights on instructional design, multimedia integration, and interactive learning activities. They can also assist in evaluating the usability and engagement of the courses, and recommend enhancements to optimize learning outcomes.
Enhancing Employee Onboarding
Effective onboarding is crucial for new employees to quickly adapt to their roles and become productive. An academic researcher in Instruction can collaborate with a company to design and implement an onboarding program that incorporates best practices in instructional design and adult learning. This can include developing interactive onboarding materials, incorporating job simulations, and providing ongoing support and feedback to new employees.
Designing Effective Training Assessments
Assessments play a key role in measuring the effectiveness of training programs and evaluating employee learning outcomes. An Instruction expert can collaborate with a company to design and develop effective training assessments that align with the learning objectives and provide valuable feedback. They can help create valid and reliable assessment instruments, develop scoring rubrics, and analyze assessment data to identify areas of improvement.
Implementing Blended Learning Approaches
Blended learning combines traditional classroom instruction with online learning components. An academic researcher in Instruction can collaborate with a company to design and implement blended learning approaches that optimize learning outcomes. They can help identify the most effective blend of face-to-face and online learning activities, develop online modules and resources, and provide guidance on facilitating blended learning experiences. | <urn:uuid:69f583b3-d696-41ff-b8b8-07aa2342c4ac> | CC-MAIN-2024-10 | https://cv.notedsource.io/expert-areas/instruction | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474523.8/warc/CC-MAIN-20240224044749-20240224074749-00495.warc.gz | en | 0.92385 | 596 | 2.625 | 3 | 1,156 |
Volume 3, Issue 1, Spring 2022. DOI: 10.1037/tmb0000063
The increased reliance on online education and educational technologies more generally has laid bare the need to more deeply consider how researchers, designers, and educators can improve the quality of technology-mediated learning. To address this need, more than two dozen experts from a variety of fields came together to discuss the challenges that educational technology must address in the immediate future. These experts were tasked with identifying barriers to and potential solutions for delivering high-quality and equitable online and remote education. This article examines the themes and topics that emerged from these discussions and proposes a Collaborative Framework for Accelerating Online Education. This framework highlights the need for rapid experimentation within larger design cycles as well as the coordination and cooperation of multiple stakeholders across all phases of research and development. The themes, topics, and framework that emerged from this work serve as a call to action for innovative approaches to developing and studying online education.
Acknowledgments: The authors wish to thank Tyesha Ferron (Georgia State University) for her assistance in organizing workshop events.
Funding: The authors acknowledge National Science Foundation (NSF) No. 2035359 grant “Improving Online Education Through Technology, Research, And Data” that provided financial support for the workshop.
Disclosures: The authors are compensated by the individual institutions and companies listed in their affiliations.
Correspondence concerning this article should be addressed to Kathryn S. McCarthy, Department of Learning Sciences, Georgia State University, P.O. Box 3978, Atlanta, GA 30302, United States [email protected]
Online education has been steadily growing since the 1990s (Palvia et al., 2018). The coronavirus disease (COVID-19) pandemic in the spring of 2020 fast-tracked this growth when over a billion students suddenly found themselves unable to attend their brick-and-mortar schools. The sudden shift of the world’s students to emergency remote instruction1 demonstrated the power and potential of online education to the masses, but it also highlighted that there is much room for improvement and that these improvements need to be rolled out, evaluated, and refined quickly.
COVID-19 has given researchers, developers, and educators an opportunity to go beyond “getting back to normal” and use these unprecedented times as a leverage point for accelerated collaboration and development toward educational technologies that are more “efficient, effective, and equitable” (Thomas & Rogers, 2020). The current project was aimed at reimagining educational technologies and online learning. In doing so, we gathered together a panel of experts from industry, research, and education and asked them to discuss the future of online education. Through multiple rounds of discussions, the panel identified key themes and topics that will support the scaling up and scaling out of impactful online education that spans across the curriculum, across the lifespan, and across the diversity of users and stakeholders.
Online education got its start as a way for part or full-time workers to complete an undergraduate or graduate degree on nights and weekends. In recent years, online education has become more ubiquitous, with more and more K–12, higher education, and adult learning programs leveraging online curricula. In this article, use the term online education, or more broadly online learning, to refer to technology-mediated learning activities that are completed outside of physical classrooms. While there are many opportunities for self-directed learning on the internet (e.g., Khan Academy; SkillShare), we constrain the current work to more formal online education in K–12 or higher education contexts. Of note, we do not limit our definition of online education to fully remote instruction. That is, online education may refer to a fully asynchronous online course, but it may also involve a blended/hybrid class or even a fully in-person class in which there are assigned learning activities completed at home.
Online education is made possible through educational technologies. At the most basic, educational technology could refer to a “place” to view an online video, type an answer, or upload an assignment. However, there are a growing number of technologies, or tools, that can do a variety of sophisticated tasks such as automatically grading assignments, aggregating and visualizing student performance data (i.e., dashboards), and using these data to provide scaffolding and feedback to individual learners, either automatically or through a human-in-the-loop system. Notably, educational technologies can be used outside of online education contexts. For example, a teacher may use a SmartBoard during an in-person lecture, or a student may use a Learning Management System to find out their grade from an in-class exam. Thus, online education and educational technology are not interchangeable. However, an understanding of how researchers, designers, and policymakers can improve online education demands an understanding of educational technologies more broadly.
The expert panel agreed that perhaps the most critical issue in online education currently is that many people involved with online education are siloed from one another. Those who are developing “the next big system” are rarely in regular contact with experts with the theoretical and practical classroom know-how to ensure the success of that system. As a result, online technology is often poorly aligned with the needs of the target classrooms and without clear consideration of how the technology can be embedded into existing pedagogy. In some ways, this is because educational technology is often conceptualized as a vertical landscape of tools, with the focus on the platforms and systems themselves. Convergent and accelerated research should instead consider a broader conceptualization of a learning ecosystem. This ecosystem includes not only the technologies, but also the context(s) in which they are used, their interplay, and the variety of end users and stakeholders who interact with the technology.
The siloing of industry and academic research has slowed the progress of online education. These two realms tend to move at different speeds and have differing benchmarks of success. Successful industry-built technologies tend to be those that are quick-to-scale. As a result, commercial products tend to rely on dated methods of instruction (i.e., passive lectures, surface-level activities, linear progression, and minimal corrective feedback) that are easy to design and deploy, but do not take advantage of the rich body of research on empirically supported approaches to personalized and interactive learning. In contrast, research in the Learning Sciences and the psychological and educational research on the “science of learning” suggests that meaningful, long-term learning emerges from tasks that are active and engage and tailore to students’ individual needs and experiences (e.g., Chi & Wylie, 2014; Dunlosky et al., 2013; Glaser, 1991; National Academies of Sciences, 2018; Sawyer, 2006).
On the other end of the spectrum, technologies developed in academia are carefully designed and developed, and success is based on large-scale randomized control trials. Although rigorous experimentation and empirical validation of approaches are critical to education and educational technologies, academy-based approaches are time and resource-intensive and, often, by the time technologies have been built and fully vetted, the field has often moved on and there remains little funding to keep the project moving ahead.
In recent years, there have been increased efforts for convergence across fields and the development of physical and virtual spaces through which various stakeholders can come together to study and improve technology-mediated learning. Infrastructures such as LearnSphere (Koedinger et al., 2017), Generalized Intelligent Framework for Tutoring (GIFT; U.S. Army; see Sottilare et al., 2012, 2018), and groups like the Learner Data Institute (Rus et al., 2020) and the International Alliance to Advance Learning in the Digital Era (IAALDE2) have emerged to address the need to increase the efficiency and efficacy of learning in technology-mediated environments. It is in the spirit of these efforts and part due to the onset of the COVID-19 pandemic, that the U.S. National Science Foundation (NSF) funded the workshop that led to the formation of the expert panel queried in this article. The panel came from many intersecting fields of educational technology and online education and represented industry, academia, and public schools. Inspired by approaches like the Delphi method (Dalkey & Helmer, 1963; Sekayi & Kennedy, 2017), a virtual workshop was conducted in four rounds of meetings over about 1 month in the fall of 2020. In the first round, the entire panel of experts, led by an executive team (the first four authors), came together and engaged in rapid, round-robin-style, small-group discussions to brainstorm barriers to and potential solutions for delivering high-quality and equitable online education. The groups used shared Google docs to document their ideas, questions, and comments collaboratively in real time. Notes from the Round 1 sessions were collected and analyzed by the executive team to identify common themes and topics. This initial list included six topics as well as the introduction of an additional category of cross-cutting themes. Rather than a topic within themselves, these themes reflected critical considerations that permeate all aspects of improving online education. This list of themes and topics was then circulated among the experts and the experts were assigned to one of the topics for subsequent group meetings. These groups were engineered so that each topic had a mix of industry designers, educators, and researchers from various backgrounds in fields such as education, computer science, and psychology. These groups met for three more rounds in the following weeks. Each round (week), the group was given a set of questions to guide their discussion of the topic. Each round, a member of the group was asked to serve as the main notetaker, but the notes were again available in a shared Google doc and others were encouraged to comment and add as they saw fit. These small-group meetings were also facilitated by a member of the executive team. This member did not lead the discussions, but rather ensured that the groups were clear on their objectives and addressed or mediated any disagreements or concerns if they arose. In Round 2, the experts were asked to discuss their topic in ways that considered which disciplines, approaches, or methodologies would be necessary to move online education forward. In Round 3, the experts were asked to consider the organizations and stakeholders that would be involved in research and development, as well as use of the technologies. In Round 4, the experts were asked to identify potential deliverables and to consider not only the technologies themselves, but other types of deliverables that could increase the impacts of online education and research in education and educational technology more broadly. The notes from these rounds of meetings were compiled and explored. This analysis led to some topics being separated into multiple subtopics and some topics combining with others. The final list of themes and topics is discussed below.
By bringing together a variety of experts across different sectors and fields, we were able to identify unexplored or underexplored issues and were able to discuss emerging solutions (e.g., projects and technologies) that might serve to begin filling some of these gaps. One important discovery that emerged from these conversations was that there were several approaches and systems that were highly familiar to some, but new to others. In other places, there were clear areas of convergence and other places in which panelists shared differing perspectives. We have used analysis of these discussion notes not to identify wholly novel issues, but rather to bring together a diverse set of research and development activities to curate a set of themes that can be used to guide more systematic interdisciplinary efforts in online education.
Analysis of the discussion notes provided by the members of the expert panel revealed (a) three cross-cutting themes that run throughout all aspects of issues in online education and (b) six accelerated topics that must be addressed in the near future for online education and educational technology to have sustained and meaningful impact (Figure 1). Each is discussed in detail below.
In order to make educational technologies more efficient, effective, and equitable, there are at least three issues, or themes, that must be considered in any research and development task for improving online education that came from the expert panel. Theme 1: Developments in online education will remain of limited value if the goal is to merely substitute in-person instruction. Researchers and developers must leverage the unique affordances of technology to amplify teachers and improve education
The expert panel noted that widespread emergency remote instruction highlighted the fact that simply pivoting in-person instruction to hours of video conferencing calls is ineffective at best. Attempting to merely adapt instruction to substitute the classroom experience ignores the reality of how we interact with technology and the potential benefits or affordances of online education that can move education forward. This includes creating enriched environments and developing tools and methods that facilitate teachers’ ability to provide high-quality instruction at scale. Educational technologies must center the user, which includes offering assistance to students, teachers, and parents toward overcoming initial reservations or negative experiences with the use of technology in education. Ultimately, the educational technology community must better incorporate the voices of end users throughout development and refinement. Theme 2: Issues of equity and justice permeate all aspects of online education and educational technology. Power imbalances can be further exacerbated by the technology itself as well as who gets to be part of the discussion that drives the research and development of that technology. Explicit attention must be given to equity, diversity, and inclusion
The expert panel agreed that high-quality, high-impact instruction must be considerate of the sociocultural context(s) in which the instruction occurs. This includes, but is not limited to, race, ethnicity, culture, socioeconomic status, age, sexual orientation, and disability of the students. Researchers and designers need to consider these identities and experiences and must be conscientious of the intersectionality of these identities (e.g., Collins & Bilge, 2020; Crenshaw et al., 1995).
Perhaps the most high-profile concern for online education is that of algorithmic bias. Most educational technologies are reliant on some form of artificial intelligence (AI). Machine learning has become increasingly prevalent and impactful. AI has made possible rapid and accurate assessments of student learning which, in turn, support individualized instruction at scale. However, many AI approaches have raised concerns about how, if left unchecked, such approaches could perpetuate and magnify existing inequities or introduce new bias (Mayfield et al., 2019; Perry & Turner-Lee, 2019). As such, more research must be done to weigh the costs and benefits of increasing prediction accuracy (e.g., Yu et al., 2021). The increased reliance on AI and its rapid evolutions has highlighted the need to explicitly anticipate and address potential inequities and to carefully consider how decisions in developing and training algorithms (e.g., sample sizes, use of regionally or culturally limited samples) might impact how the results are interpreted and generalized.
One inherent limitation in the extent to which online education can serve as a “great equalizer” is that it presupposes that all learners have access to technology. However, there are many learners without regular access to personal computers (or need to share a single machine across multiple family members) and/or stable internet needed to attend classes or to complete web-based activities. This lack of access remains a major barrier in the ability to make sustained and widespread impact. Technologies and those in the educational technology ecosystem need to not only design systems around these problems, but to design for them. That is, research must consider not only how to avoid deepening the digital divide, but also how technology can be an agent of change. Indeed, there are those who have argued that data-based approaches based on AI, big data, and analytics have the potential to promote equity and social justice (e.g., Aguilar, 2018). These opportunities need to be further explored.
Finally, a focus on equity and inclusion is not limited to the technologies themselves. There must be greater diversity across those involved in the design, development, and evaluation of these systems. Convergence must include a variety of fields of study and partnerships across industry and a variety of academic institutions, including community colleges, Minority Serving Institutions (MSIs), and Historically Black Colleges and Universities (HBCUs). Theme 3: Improving online education requires better integration (and evaluation) of technological advances in areas of computer science.
The expert panel noted that in the past decade, there has been an explosion of development in areas such as artificial intelligence, natural language processing, machine learning, and augmented and virtual reality. Researchers on the more computational side of the learning sciences (e.g., educational data mining, learning analytics, AI in education) have quickly embraced these approaches and made many advances in research and development that can support high-quality online education. This work is making its way into the mainstream, but recent findings suggest that widespread adoption of such approaches remains elusive (e.g., Chen et al., 2020).
One consequence of these advances is that tools and platforms can provide increasingly complex learning activities at larger scale, which, in turn, yields increasingly large and increasingly complex data sets. The use of AI as well as big data brings into the equation a number of practical and ethical issues that need to be addressed to ensure that the data that is collected and used is compliant with privacy concerns and equitable to all the many stakeholders involved. Thus, the implementation of these new approaches requires additional time and expertise. As such, there is a need for larger and more diverse teams to merge theoretical knowledge and practical know-how from a variety of fields to ensure that the right types of data are being collected, analyzed, and interpreted efficiently and appropriately.
Each of the six topics identified by the expert panel presents multiple unique lines of inquiry, as well as intersecting considerations for collaboration. Thus, while these topics represent a coherent and independent track of research, they also provide opportunities for convergence across the broader spectrum of educational technology. In addition to these interactions, each of the six topics can draw upon the cross-cutting themes to strengthen their contributions to the future of online education.
In the past few decades, interrelated fields of educational, cognitive psychology, the science of learning, and the learning sciences have demonstrated that many traditional approaches to instruction do not support meaningful learning. These areas have generated a large body of theory-driven and empirically support approaches to instruction that highlight the need for individualized, student-centered activities that encourage personally relevant and active learning (see National Academy of Sciences’ How People Learn II, 2018, for a comprehensive review). Such approaches may be particular beneficial for addressing achievement gaps (e.g., Theobald et al., 2020). However, this area of work has also shown a disconnect between these best practices and common student and teacher practices. For example, students report relying heavily on study strategies such as rereading and highlighting, even though these techniques fail to support long-term or meaningful learning (Dunlosky et al., 2013; Miyatsu et al., 2018). The expert panel noted that many of the more recognizable online education platforms tend to perpetuate these practices. Many of the scaled-up, platforms tend to rely on linear one-size-fits-all instruction and relatively passive learning activities. For example, an analysis of 76 randomly selected Massively Open Online Courses (MOOCs) found that, while the courses were well-packaged and followed a logical order of content, few (less than 10% of the courses) implemented authentic, student-centered problem-solving, collaborative activities, or instructor feedback (Margaryan et al., 2015). Leveraging educational technologies may support moving beyond the status quo toward classroom instruction and activities that are more aligned with best practices from the science of learning. For example, research in applied memory suggests that repeated and interleaved practice can support more long-term and durable learning. Indeed, investigations adaptive retrieval practice provide promise as a means of improving learning and retention in the classroom (Eglington & Pavlik, 2020; Greving et al., 2020).
Although there are well-documented benefits of personalized learning, it is practically difficult and resource-intensive for classroom teachers to provide individualized instruction. Individualization becomes increasingly challenging as class sizes grow. However, online education and increasingly sophisticated technologies make individualized instruction more feasible. Fully automated and human-in-the-loop systems allow students to work independently or in small groups and the system can monitor behaviors, provide feedback, and make recommendations for individual students. Recent work has demonstrated that such adaptive learning environments yield superior learning outcomes as compared to lecture-focused online courses (Shi et al., 2020). Although there is growing number of adaptive learning technologies, it seems many of these tools emerge from the research sector and state-of-the-art adaptive features have only recently seen integration into commercial platforms. Thus, ongoing work must consider how educational technologies align with and support principles and processes emphasized in theories of learning and instruction (e.g., Crompton et al., 2020).
Another concern noted by the expert panel in the physical and virtual classroom is the overreliance on high-stakes summative evaluation as a means of measuring learning. Again, this is space in which recent advances in technology can move education forward. Researchers have used data mining techniques to implement embedded or “stealth” evaluations (e.g., Shute, 2011) of student learning within computer-based learning activities. The emerging work on stealth assessments suggests that using student behaviors (such that their choices or their language) during learning activities can yield more rapidly available and nuanced learner models that capture cognitive and affect states and can do so in ways that are less disruptive (a potentially stress-inducing) than stopping to take quizzes or tests. In addition, these more robust learning models can drive increasingly individualized feedback to keep students engaged and learning (e.g., Chen et al., 2021; Fang et al., 2021; McCarthy et al., 2020; Mills et al., 2021; Shute et al., 2021).
Researchers have often been constrained to short duration, lab-based studies or fieldwork in a relatively small number of classrooms. Online education provides an opportunity to capture learning over time and learning at scale. By collecting and analyzing large, longitudinal data sets across a variety of contexts, researchers can develop a greater understanding of how to implement more accurate activities and feedback that are sensitive to the learner’s needs. Increased collaborative efforts to address these issues can help to more quickly develop accurate learner models that can be tested across broader samples of students and accelerate the speed at which we can implement analytics to provide just-in-time support that can significantly improve learning.
The expert panel identified four elements of online systems that need to be developed to better expand educational technology for all students. These are discussed below.
Consistent with the push for greater representation in the media, evidence from existing research suggests that representation is important in the classroom as well (e.g., Kim & Baylor, 2016; Miller et al., 2018). System designers in recent years have been more sensitive to broader representation, but many still have “default” settings or limited options for the skin color or gender expression of instructors, avatars, pedagogical agents, or nonplayer characters. Such attention to these issues in the development phase can have positive impacts on the increasingly diverse user based of online education and educational technologies.
COVID-19 has highlighted that educational inequities can be further exacerbated by technology. Many of the issues and recommendations in this article assume adding to or modifying a technology-enabled context. However, this is not a reality for all classrooms and for all students. Even the best technologies are rendered ineffective if students cannot gain access to them. Black, Hispanic/Latinx, and rural students are disproportionally more likely to fall behind in their studies due to lack of access, whether that is not having a computer or not having stable internet (Auxier & Anderson, 2020; Borrett, 2020). Of course, addressing the imbalances of access or an assumption of a technology-rich environment as the default would require larger paradigm shifts and policy changes that fall outside the scope of this article. They are, nonetheless, critical for equity. Devoid of large-scale reform, researchers and developers must consider low-tech alternatives that allow technology-mediated learning without reliable access. In addition, work can be done to help consider how technology could be distributed or altered to help bridge the digital divide. Such approaches have been adopted in other fields. For example, the TIPS by TEXT intervention uses SMS messaging to reach informal caregivers in low-socioeconomic environments to empower them with information about children’s socioemotional development and scaffolded activities to help them care for their child (Widen et al., 2020). Similar low-tech interventions have been developed to support low-literacy adults and English Language Learners (e.g., Ksoll et al., 2015), but such approaches have yet to be integrated into K–12 classrooms. In order to reach as many learners as possible, researchers and developers ought to consider integration of state-of-the-art tools, but also consider how those tools can be integrated into the context in which the tool is deployed.
The majority of extant technology remains teacher-centric with passive and linear one-size-fits-all instruction. Even systems that are more active and engaging still often assume an “ideal” or “average” user. However, work in aptitude-by-treatment interactions (and individual differences research more generally) suggests that targeting an assumed average often fails to meet the needs of any one individual (e.g., Connor & Morrison, 2016). This, in combination with the increasing heterogeneity of classrooms, demands that researchers and developers go beyond the question of “does it work?” to questions of for whom and under what conditions does it work (e.g., Lim et al., 2019). Research at the intersection of the science of learning and educational technologies have yielded a growing body of individualized and personalized learning-based interventions and systems. Many of these systems are still in relative infancy, but the empirical findings suggest that tailoring feedback and activities to students’ interests and knowledge has positive benefits for learning (e.g., Walkington & Bernacki, 2020). In order to provide individualized learning opportunities for all, technologies must be sensitive and responsive to group-level differences (e.g., race, gender, culture, language) as well as individual differences (e.g., interest, skill, knowledge). It is imperative that researchers conduct research with a greater diversity of students to gather larger data sets in which they can examine a number of moderated and mediation relations across interventions and individual differences. In addition to diverse data sets, it will likely be beneficial to collect and tag more context-specific data sets so that systems can be more responsive to a greater range of users who may have different needs, experiences, and familiarity with technology (e.g., Dolan, 2016). These data can then, in turn, drive more individualized and personalized instruction.
One major gap in the existing ecosystem of technologies is a lack of systems that are targeted toward younger (K–6) learners. While there are a variety of educational games for younger students, there are far fewer formal instruction platforms or methods of facilitating online learning for this age group. The switch to remote learning has been particularly challenging for the parents and teachers of young learners (e.g., Dong et al., 2020). Elementary school students need different support than their adolescent or adult counterparts (e.g., Darling-Hammond et al., 2020).
Elementary education also reemphasizes the need to consider all of the people involved in the educational ecosystem. Family dynamics play an important part in students’ development. However, some parents do not see themselves as “part” of their child’s education (e.g., Selwyn et al., 2011). Even those parents that do want to play a role in their child’s education may lack the time, resources, or skills to do so (e.g., Garbe et al., 2020). Thus, educational technologies for younger students must be sensitive to context in ways that can help draw parents into the learning process and equip them with the support they need to contribute to their child’s learning.
Much of the work with younger students tends to focus on the need to keep them engaged and interested. There is some question as to how much of the benefits of technology-mediated learning are due to novelty effects that are likely to wane as opposed to features and activities that support long-term gains. In addition to the specific course content, these tools must also address the fact that young children are just beginning to develop their identities as learners. Educational technologies need to not only grab a child’s interest but also begin to cultivate good habits of learning and self-efficacy (see the section on Social Emotional Learning and Self-Regulated Learning). As the pool of technologies for this age band continues to grow, there is a need for increased and rapid collaboration across designers, builders, and those who work with and study younger students. In order to move beyond studies of immediate impact, there must be a more intentional move toward longer term implementations, evaluations, and redesigns that target the varying needs of developing learners.
Younger students also present practical challenges. For example, children who are not yet proficient readers and writers may require the use of speech recognition technology. However, the majority of automated speech recognition (ASR) technologies are not accurate enough to understand and respond to children (Scanlon, 2020). Similarly, students’ open-ended responses (summaries, short-answers, messages) tend to systematically differ in their structure and content than adult language (Crossley et al., 2020). Thus, more work must be done across several fronts to make educational technologies accessible to and effective for all.
In addition to a consideration of the number and types of users, the expert panel agreed that more attention must be paid to the specific needs and experiences of those users. That is, there needs to be greater consideration and integration of human factors in educational technology (Roscoe et al., 2018).
As technology becomes more integrated into the classroom, rather than extramural activities, more consideration must be made to meet the needs of students, parents, and teachers and to help them coordinate their efforts. Indeed, some parents, teachers, and students continue to find educational technologies to be more of a hindrance and, as a result, are resistant to using technology in the classroom (Beckman et al., 2019; Howard, 2013). One complaint from many students and parents in remote learning during the pandemic was that they were overwhelmed by needing to quickly learn how to use a number of different tools and platforms, many of which are not meant specifically for the classroom. For example, most online conferencing tools (e.g., Zoom) were not designed with classroom teaching in mind. During the pandemic, K–12 and university instructors have relied on breakout room functions to facilitate group work. However, unlike in a face-to-face classroom, indicators of student learning (student conversation, seeing students take notes, body language, etc.) are not visible when students are in virtual breakout rooms and teachers cannot readily “keep an ear” on all groups simultaneously. A tool or functionality that could analyze such cues and flag to teachers which rooms they should step into would help teachers support students in the virtual environment. These types of practical considerations to meet the needs of the classroom are critical as online education becomes more prevalent.
This example brings to light the larger issue that teachers are often left out of educational technology discussions. Teachers are often mandated to use technologies and are given minimal, if any, training on how to use them. These tools are often inflexible in the sense that the teacher is limited to the topics and tasks that the system provides, and the teacher has little control over the structuring or timeline of instruction/practice within the technology. Teacher dashboards and interfaces are often included as an afterthought, making it difficult for teachers to integrate the technology into their class. Research needs to consider what kinds of tools could be built or refined to help teachers do their work (e.g., find quality texts, help simplify grading, help generate individualized learning tasks/plans, behavior management). With the increase of parents and teachers mediating student use of educational technologies, new tools can be built to help teachers with classroom management in online spaces and to more effectively facilitate collaborative tasks and feedback. For example, research in collaboration and group dynamics can help teachers to put their students into small-group arrangements that are the most likely to be effective for group problem-solving and to moderate and facilitate deep discussion in unsupervised groups while the teacher makes their rounds. Thus, online education must better integrate teachers as design and research partners so that the technologies can support rather than hinder teachers’ progress.
Due to practical constraints, many of the early educational technologies and online education courses were focused on content mastery in well-defined domains. However, the landscape has rapidly expanded to include online courses that span across the curriculum. The expert panel acknowledged that these courses present new challenges for learning at a distance and learning at scale, but they also acknowledged that the data generated from these courses can be leveraged to provide new insights into domain-specific learning and learning support.
Well-structured tasks (e.g., science facts, math problems, vocabulary quizzes) are easier to implement in classes because they can rely on repetitive practice in which responses can be quickly assessed as “correct” or “incorrect” (i.e., multiple-choice questions, numeric answers). However, these tasks reflect only a small subset of the types of skills and knowledge that students need to be successful in the knowledge economy.
Although there are many online courses available for the humanities, humanities education is far more challenging to scale. As a few simple examples, it is more complex to develop “practice problems” for tasks such as reading a poem and discussing its affective impact or using multiple conflicting documents to make a historical argument. A number of research teams have risen to this challenge by exploring quantitative/computational approaches to poetics (e.g., Jacobs & Kinder, 2020) and literary argumentation (e.g., Balyan et al., 2017) and developing technologies that provide instruction and support historical reasoning (e.g., Britt & Aglinskas, 2002) and higher order discourse skills (McNamara et al., 2004; Meyer & Wijekumar, 2007; Mostow, 2013; Roscoe & McNamara, 2013; see also Passonneau et al., 2017). However, many of these tools have developed relatively slowly in traditional development, refine, and randomized control trials (RCT) cycle. Panelists expressed frustration that many of these advances have yet to make their way into the “average” online course. Implementation of these technologies could make online learning in these domains more engaging and effective and the scalability and sustainability of such technologies could be greatly improved through increased partnerships across sectors. Thus, there remains great need to expand the number of technologies available across a broader range of domains and a greater variety of collaborators within the space.
Even in well-defined domains, educators have increasingly emphasized the need to engage in more sophisticated learning activities. For example, students in STEM disciplines are being called upon to engage in integrative argumentation tasks. This model of learning and evaluation disrupts standard notions of training one component skill at a time, because more authentic application and critical thinking tasks require the deployment of a larger number of microskills. In addition, these types of tasks often require more collaboration than what most technology currently affords (cf. Sun et al., 2020). Thus, ill-structured tasks are more complex for students to manage and more complex for educational technologies to leverage. In order to meet these demands, educators and educational researchers must work together to advance the evaluation of 21st-century learning skills and competencies while still meeting the current expectations from districts and state and national standards. Online education should offer activities that spark engagement as well as help automate scaffolding and evaluation to help the teacher with instruction. However, designer must take care to ensure that these tools are accurate, but also fair in terms of cultural sensitivity or variations in experiences, language, and dialect. Large scale and domain-specific natural language corpora along with learning outcomes and individual difference measures can support the development of natural language processing (NLP) tools (e.g., word2vec spaces) for educational data mining and more sophisticated adaptive systems that can respond to more complex learning tasks and be responsive to a variety of individual differences. Such methods of data collection and algorithm development would not only facilitate higher quality interventions, but also be used to better understand and develop theories of social interactions and socially constructed knowledge.
Beyond language, it may also benefit learning if online education could more readily provide just-in-time feedback based on multimodal data. Moving beyond point-and-click or fill-in-the-blank style problems would afford the opportunity to develop tools that analyze math handwriting or scientific drawings. These databases could be used to improve optical recognition of symbols and diagrams to assist with tutoring and could provide additional embedded assessment through examining not only what the student writes, but also how (and where) the information is conveyed on the tablet or page. That is, even if the task results in a quantified answer, these tools can be leveraged on more ill-structured data to make better individualized recommendations.
There are two approaches to broadening the scope of educational technologies in online education. The first is to fund the research and development of educational technologies that target specific domains and disciplines. The second is to develop tools that can be flexibly applied to a number of domains (i.e., domain-general). However, it is unclear the extent to which such tools would be more or less effective as compared to tools built for a very specific purpose. There were a number of disagreements from the panelists about the extent to which efforts should be made to address specificity as compared to generality. Development of technologies that address the instructional and assessment needs of a greater variety of fields will require increased partnerships across experts in educational sciences, educational practice, and technology development. It may be of more value for researchers and designers to develop generalized tools that can be embedded and adapted for more specific domains. For example, there is a need for automated constructive response tools that are domain agnostic or that can be more flexibly adapted to different disciplines. Existing automated summary evaluators (ASE) tend to focus on summary writing as a general skill rather than on the particular topic being read. Improved ASEs could be developed that better evaluate the extent to which student responses reflect deep understanding of the content and could deliver actionable feedback that supports content comprehension as well as more general reading and writing skills.
Alongside the larger move to place the student at the center of learning has been an increased focus on students’ traits and states and how these “noncognitive” factors influence learning. A critical future direction identified by the expert panel is the development of online educational tools that gather a variety of types of data (e.g., clickstream, eye tracking, language) to develop more precise learner models and more efficient feedback that are sensitive not only to the cognitive components of learning, but also to dynamics changes in students’ emotional and metacognitive states (e.g., D’Mello & Graesser, 2012). Two of the major areas of research and development are in social and emotional learning (SEL; Elias et al., 1997; Osher et al., 2016; Weissberg et al., 2015) and self-regulated learning (SRL; Azevedo & Hadwin, 2005; Pintrich, 2000; Zimmerman, 2000). Panelists with expertise in this area noted that many students are not exposed to SEL or SRL support and feedback at home or in other formal and informal contexts. Thus, explicit attention to SEL and SRL in the classroom may be important to help cultivate students who are not only ready to, but also excited, to learn. Indeed, interventions that help students monitor and manage their goals, emotions, and behaviors increase student learning and achievement (e.g., Durlak et al., 2011).
In addition to in-person interventions, there are educational technologies, such as MetaTutor (Azevedo et al., 2009), Help Tutor (Roll et al., 2011), and Betty’s Brain (Biswas et al., 2005), specifically built to develop learners’ SEL, SRL, and metacognition that have shown consistently positive effects. This work also shows that the impacts of such interventions are mediated by students’ preexisting knowledge and skills (e.g., Jansen et al., 2019). Thus, it is not only important to teach SEL and SRL, but to evaluate and respond to affective and metacognitive states. Students experience a variety of discrete affective states during learning and affective and self-regulatory components are highly related to engagement and learning in computer-based learning environments (e.g., Baker et al., 2010; D’Mello, 2013). Although evaluating and responding to these factors poses a number of methodological challenges (e.g., Greene & Azevedo, 2010; Winne, 2010), technology and convergent research around online education provide new opportunities to advance the measure, study, and support of SEL and SRL.
One limitation to much of the early work on measuring SEL/SRL in online contexts was that it relied heavily on self-reported measures, which are easy to implement, but ultimately subjective and gameable. Our expert panelists noted that many commercial systems continue to rely on such approaches. A point of leverage is that online learning contexts provide large, rich data sets that can be mined to identify SEL and SRL and to explore how these factors relate to achievement and learning (Koedinger et al., 2015). Researchers in learning analytics are also developing tools like nStudy (Winne et al., 2019) to make the collection and analysis of self-regulated learning behaviors more accessible. A richer understanding of these factors can help to develop more effective technologies and pedagogies. However, it is insufficient to be able to study SEL and SRL in archival data. Developing work in analytics and feedback for affective computing and self-regulated learning highlights the need to meet the student at their skill level and to provide scaffolding to keep the student on task and on track given their current state(s) (e.g., Uzir et al., 2020; Yadegaridehkordi et al., 2019). This requires the ability to quickly and reliably detect these states and to do so in noninvasive ways that do not interrupt the learning process (e.g., Bosch et al., 2015; Emerson et al., 2020). For example, the Eye-Mind Reader (Mills et al., 2021) addresses the notion that students tend to “zone out” an estimated 20%–40% of the time during learning tasks. Eye-Mind Reader relies on previous studies that examine the behavioral indicators of self-reported mind-wandering to develop machine learning detectors that use eye gaze patterns to predict when a student is mind-wandering. When mind-wandering is detected, the system prompts the student with active learning tasks to get them back on track. Most critically, the research team found that prompting these activities when a student shows disengagement was more effective for long-term learning than when these prompts were deployed at random.
While there is an increasing number of platforms measuring these noncognitive factors, the expert panelists agreed that more can be done to leverage the increasing number of online courses and students enrolled in online education to measure behaviors “in the wild” and at scale (e.g., Hutt et al., 2019). Such data can be used to extrapolate more accurate information about these processes which can, in turn, be used to derive more individualized and actionable feedback.
In addition to studying the states of individuals, there is a growing need to better evaluate and respond to collaboration and social interaction. The field of computer-supported collaborative learning has led the way in understanding how technology can be used to study and mediate high-quality learning. However, the explosion of social media has emphasized the need for more sensitive, rapid, and scalable ways to study these interactions. Collaborative projects might investigate the viability of automated sociometers. Such tools could better measure collaboration and other 21st-century skills like cooperation and social engagement.
The expert panel noted that paramount to convergence across fields and disciplines is the need to exchange ideas and data. As a result of the current siloing of the various stakeholders interested in educational technologies, there are few infrastructures or architectures to guide best practices in data sharing and collaboration.
Online education, and educational technologies more broadly, have the potential to generate immense amounts of data (e.g., time-on-task, clickstream, choices, reaction times, answering questions). On one hand, there is a “too much data” problem in that many tools on the market are collecting data from learners, but these data sets go unexamined or underexamined. Industry panelists expressed that their teams were highly interested in better leveraging this data, but that they often did not know where to start. On the other hand, there is also the problem of “too little data” in the sense that many educational data sets have too few data points to successfully triangulate cognitive, affective, and behavioral outcomes or to do so across a diverse group of learners. More specifically, recent work suggests a disconnect between the data available and the data that is needed (Rus et al., 2021; see also Reeves & Lin, 2020). Increasing collaborations and partnerships across the ecosystem can increase the number of voices at each stage of development and testing. Interdisciplinarity and communication cross-sectors throughout the lifespan of projects can better ensure that the “right” data are being collected to address both theoretical questions and practical needs. Thus, increased collaboration is needed so that different teams can ask different questions. This would better allow interested parties to take full advantage of the data that educational technologies produce (e.g., Heffernan & Heffernan, 2014). In addition to analyzing the extant data, collaboration can better ensure that the technologies are testing important questions and generating the types of data that are relevant to the diverse array of stakeholders in the online education ecosystem. More practically, many of the existing silos among stakeholders exist because of varying expectations and incentives across fields. Educational technologies that thrive on iterative improvement need to develop sustainably—platforms and tools tend to disappear or go stale when funding runs out or commercial systems may be hesitant to share proprietary data or approaches. In order to see iterative change and development, tools have to be developed with long-term plans and support in place to incentivize collaborations across companies and institutions.
Although convergence and collaboration are necessary, these new partnerships bring to the surface a number of ethical and practical concerns as identified by the expert panel. How do we build systems of data and strong learner profiles while maintaining privacy? How can we leverage the power of social media and the experiences that students have outside of the classroom while respecting boundaries in and out of the classroom? Perhaps the most pressing of all the tasks in the future of educational technologies for online learning is the development of instrumentation and other data sharing systems and tools that maintain privacy while allowing for the creation of cross-platform learner models that can support greater adaptivity. Throughout their day, students are using multiple forms of technology. They may log into a learning management system, complete a module in a massive open online course, read a web-based textbook, and then engage with an educational game. Despite each system generating a wealth of data that can help develop a rich learner model, these systems do not share data with another and even modules within systems are often stand-alone rather than integrative. Additionally, data tagging in education is not standardized, which presents challenges in aligning ontologies across systems. Better integration across lessons and across systems can support students making connections across topics (supporting transfer and deeper learning), helping to create a greater sense of purpose and continuity in the classroom. Combining these bodies of data can also help researchers to develop richer learner models and a deeper understanding of how students learn. Thus, convergent efforts are needed to consider how to support student moving from platform to platform more seamlessly including more policy-oriented work (e.g., advocating for federated learning for education) that can ensure data privacy.
There also remains a need for more robust and publicly available data sets (see Rus et al., 2021; Crossley et al., 2021). One means of accelerating the iterative development of online educational technologies is the continued development and expansion of data-processing platforms for learning engineering where data can be stored, analyzed, and perhaps most importantly, shared. Infrastructures such as DataShop,3 and LearnSphere4 have set the groundwork for sharing data sets and workflows; the GIFT5 project offers a number flexible tools and methods for authoring computer-based tutoring systems; and there are an increasing number of tools where researchers can quickly build and deploy A/B designs within large-scale classrooms (Experiments with Google6; ASSISTments7; BIRI8). Federal funding has also made possible metagroups or networks, like the Learner Data Institute9 and the Digital Learning Platforms to Enable Efficient Education Research Network.10 These tools have begun to address methods of collaboration as well as issues of scaling up and scaling out.
In addition, convergence could be accelerated through a social networking site for learning engineering that helps connect researchers, teachers, and administrators with learning platforms and industry partners. Such listservs exist, but they are limited in the ability to share information, collaborate, and facilitate genuine conversation. In addition to the technologies themselves, it would be of value for successful collaborations to document their process to put forth design pipelines and research plans. This might include documented workflows or memorandum of understanding (MOU) templates that ensure that different stakeholders cannot only engage interdisciplinarily but also come away from the project with meaningful outcomes relevant to their own professional objectives and expectations.
More broadly, the developing fields of design-based research (DBR), design-based implementation research (DBIR; Fishman et al., 2013; Puntambekar, 2018), and learning engineering (Dede et al., 2018) have demonstrated that educational research can benefit from both empirical rigor and more rapid, iterative advancements. In short, to keep pace with developing technology, state-of-the-art research, and the changing needs of end users, technology for online education must adopt rapid, iterative approaches to research and development. Additionally, the next generation of educational technologies must, from the start, be designed to leverage the best practices and state of the art in education and technology and with an eye toward equity and inclusion. This can only be done with intentional, interdisciplinary collaborations. Collaborations ought to include instructional designers, researchers, and developers from both industry and academia, data scientists who can support data wrangling, experts in the education sciences (e.g., learning sciences; science of learning; educational policy; diversity, equity, and inclusion), and various teacher and parent-partners. It is with these considerations in mind that we put forth a framework for improving online education.
Throughout the expert panel discussions, there was repeated emphasis that current approaches to research and design and the silos between industry, education, and research often prevented the rapid development of high-quality online education. Thus, collaborations in educational research and development must work to triangulate best practices across a variety of different research techniques and outcomes. Additional research can help to accelerate the speed at which we can evaluate and respond to the varying needs of instructors and students in ways that are sensitive to a wider variety of individual differences, dynamic states, and sociocultural contexts.
Thus, the expert panel reflected upon ways in which we could more intentionally and systematically increase collaboration and rapid iteration and advancements around our cross-cutting themes and accelerated topics described above. The result was the Collaborative Framework for Accelerating Online Education (Figure 2). The framework was inspired by instructional design such as the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model (see Molenda, 2003), design-based research (DBR; Barab, 2014; Puntambekar, 2018), and DBIR (Fishman et al., 2013).
The individual pieces are not novel (e.g., nesting within sociocultural context; experimental manipulations). However, what was realized in the discussions was that the different experts and their teams were working in separate research spaces (e.g., UX, experiments, data mining) with varying epistemologies and methods. This framework draws upon the strengths of different fields and modes of inquiry to formalize an approach to truly collaborative and iterative work that can support the development of higher quality and broader reaching online education.
The framework emphasizes large-scale design loops in addition to more rapid iteration. Each step in the process depends on the work done before it but iterates that work with the goal of improving the product. For example, researchers ensure that the technologies are effectively tested and that designers are collecting the right analytics and outcomes to test how learners engage with the technology and how these interactions influence a variety of outcomes including experience (motivation, engagement, etc.) as well as short-term learning gains. Deepened and long-term partnerships with educators, parents, and students mean that those who will work with the technology are not just end users, but codesigners whose ideas, needs, and concerns are considered and integrated during development rather than as an afterthought. Such collaboration accelerates the rate of theoretically motivated advancements and evaluations than is traditionally feasible in the lab or in industry and ensures an ongoing iterative cycle of data generation and analysis. Further, identifying and responding to the variety of topics and issues mentioned in this article would be intractable for a single team with relatively homogenous expertise. To create and scale the types of online education tools imagined here, there must be increased collaborations across disciplines, fields, and sectors.
In addition to the central loop, the framework includes a central core of continuous collaboration among a variety of stakeholders and a constant reflection on the cross-cutting themes of amplification, equity, and advanced technology as well as explicit recognition that work exists within, and must be sensitive to, the sociocultural context in which the research and development is being carried out. We argue that such approaches to highly collaborative research, development, and refinement are critical for accelerating online education tools to meet the needs of the ever growing and changing body of learners that they serve. Many of the projects and products we have described above have pushed the field forward and represent the promise that such work can have toward improving online education.
High-quality systems will lead to increased use, both in terms of the quantity of users and the quality and frequency of their interactions. This, in turn, increases the amount of data available to further mine for additional insights for future system improvement and new directions in research. By using online educational technologies as both testbed and outcomes, researchers and practitioners can improve the quality of education across contexts as well as inform and refine theories of learning. While RCTs remain an important benchmark for the success of educational activities and interventions, this approach highlights the need to consider more rapid, iterative refinements consistent with work in design-based research.
This framework enables several key aspects not afforded in the current modus operandi. First, technologies and products would be subject to theory-driven change, where the science of learning is privileged in development toward clear learning goals and recognition of the many internal and external factors that influence learning processes (e.g., Topic 1; Topic 5). This would further allow for more rapid experimentation, where “fast fail” experiments can be run to quickly adapt technologies to improve short-term outcomes. Essential to this is an internal culture of iterative improvement toward measurable, long-term benefits that will depend on diverse teams. Thus, convergent research in online education will not only include those who work “in” educational technology (i.e., industry, university, and nonprofit research) and end users (students, teachers, parents), but also researchers and developers who work in related domains, such as computer science, AI and machine learning, natural language processing, and virtual and augmented reality. Even beyond this, convergent teams could also include government and policymakers and experts in other relevant fields such as data ethics, child development, and those with expertise in media and marketing (Topic 6).
Thus, when establishing a thriving “ecosystem of educational technology,” platforms would need to internalize the considerations of multiple stakeholders (Topic 2; Topic 4). This will require intentional inclusion and consideration of a number of complementary and competing outcomes including user experience and usability, personalized learning, teacher control, attention to and scaffolding for motivational and affective factors, as well as a number of various learning outcomes (e.g., immediate performance, long-term retention, deep comprehension, and the ability to transfer knowledge to new contexts; Topic 3).
The framework is the culmination of our expert discussions and offers a formalized “starting point” for those in educational technology and online education to engage in increasingly interdisciplinary work that stands to make more rapid and meaningful impacts on a broader range of learners. It is perhaps an idealized imagination of how this accelerated work would be carried out. However, in the spirit of iterative refinement, we hope that others will reflect upon how to implement these considerations into their own research and the framework can be revised and amended to reflect continued improvements to online education and the way that research and development in online education is done.
The popularity of online learning has grown as policymakers, researchers, and instructors acknowledge the need for adapting instruction in response to COVID-19. While the practice of online learning is not new, the convergence of recent developments in educational technologies, the science of learning, AI, and NLP can provide critical contributions to online learning. These collaborations can also promote high-quality online instruction in varied contexts and to diverse learners who differ across a wide array of dimensions, such as skills, knowledge, and motivation.
True convergence must consider the full ecosystem of those who develop, use, and are affected by educational technology. This means that online education needs to be reimagined to include teachers, students, and families as codesigners and partners, rather than merely passive consumers. In order for online education to meet its potential, teams of researchers, designers, developers, computer scientists, and educators from a variety of backgrounds and experiences must engage in long-term collaboration and iterative design. Having multiple viewpoints, goals, and expertise can support the development of technologies that can evaluate and assess learners and other end users across a variety of dimensions and outcomes in order to provide personalized instruction and feedback that keeps students excited, engaged, and optimally learning. | <urn:uuid:879baf7c-98f2-4199-9250-07daa5ff7698> | CC-MAIN-2024-10 | https://tmb.apaopen.org/pub/kfxfdnk5/release/1?readingCollection=3af1b56f | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474641.34/warc/CC-MAIN-20240225171204-20240225201204-00495.warc.gz | en | 0.9516 | 12,180 | 2.859375 | 3 | 1,157 |
In the perpetual quest for effective time management, the emergence of microlearning has become a game-changer. This blog will explore the world of microlearning, its benefits, and how it can tackle time management challenges with nine actionable hacks.
What Are Microlearning Courses?
Microlearning involves the delivery of small, focused learning units that cater to specific objectives. These bite-sized modules, often ranging from a few minutes to around 15 minutes, are designed for easy consumption and immediate application.
Benefits of Microlearning:
- Time-Efficient: Microlearning aligns with the fast-paced nature of our lives, offering quick and concise learning experiences that fit seamlessly into busy schedules.
- Flexibility: Learners have the flexibility to access microlearning content at their convenience, whether it’s during a short break, commute, or as a part of a daily routine.
- Increased Engagement: The use of multimedia elements in microlearning, such as videos and interactive quizzes, enhances engagement and knowledge retention.
- Targeted Learning: Microlearning focuses on specific learning objectives, ensuring that learners acquire relevant skills and knowledge promptly.
Time Management Challenges:
- Overwhelm: Facing an overwhelming workload can hinder effective time management, leaving individuals unsure of where to begin.
- Procrastination: Putting off tasks for later contributes to time management challenges, as deadlines loom and stress levels rise.
- Lack of Focus: Constant distractions, both digital and environmental, can lead to a lack of focus, resulting in time being wasted on unproductive activities.
How Can Microlearning Help Foster Time Management:
- Quick Learning Fixes: Microlearning provides instant solutions to specific problems, allowing learners to address challenges swiftly without the need for extensive time commitments.
- Task Segmentation: Breaking down larger tasks into microlearning modules makes them more manageable, reducing the likelihood of feeling overwhelmed.
- Real-Time Application: Microlearning’s focus on immediate applicability ensures that learners can use acquired knowledge instantly, addressing challenges as they arise.
- Scheduled Learning Breaks: Incorporating microlearning into scheduled breaks creates a structured approach to learning, preventing procrastination and optimizing time usage.
9 Microlearning Hacks for Effective Time Management:
- Set Bite-Sized Goals: Break down larger tasks into smaller, achievable goals for a sense of accomplishment.
- Embrace Mobile Learning: Make use of microlearning on-the-go with mobile platforms for efficient time utilization.
- Gamify Your Tasks: Introduce gamification elements to make tasks more engaging and enjoyable.
- Utilize Spaced Repetition: Reinforce learning by revisiting microlearning modules at spaced intervals.
- Leverage Multimedia Content: Engage multiple senses with videos, podcasts, and interactive elements for enhanced learning.
- Create a Microlearning Schedule: Designate specific times for microlearning within your daily routine for consistency.
- Focus on Just-in-Time Learning: Acquire knowledge precisely when needed through just-in-time microlearning.
- Encourage Microlearning Communities: Foster supportive communities for sharing insights and collaborating on microlearning goals.
- Track Your Progress: Monitor completed modules and celebrate milestones for motivation and accountability.
Microlearning isn’t just a learning strategy; it’s a powerful ally in the pursuit of effective time management. By incorporating these nine microlearning hacks into your routine, you can transform the way you approach tasks, boost productivity, and make the most of your valuable time. Embrace the bite-sized revolution and master the art of efficient time management with microlearning! | <urn:uuid:d1249d86-721c-4093-9bf2-e4b7ac0d264f> | CC-MAIN-2024-10 | https://lmsofindia.com/mastering-time-management-9-microlearning-hacks-for-efficiency/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00495.warc.gz | en | 0.880326 | 745 | 2.921875 | 3 | 1,158 |
From Arkansas to Massachusetts, California to Ohio, districts across the country are making incredible progress in boosting student achievement and increasing teacher effectiveness. In Education First’s Districts Rising series, the stories of ten districts that are working to raise student achievement and prepare students for college and career are highlighted and celebrated. In case you missed it, here are a few of those stories we shared this month:
- Bolstered by a system that empowers them to take the lead on observations, educators in Texas’ Aldine Independent School District are bucking national trends by narrowing graduation rate gaps among students of color.
- In New Haven Public Schools in Connecticut, district leaders worked side-by-side with the teachers union to design and implement a new teacher evaluation system and teacher leadership opportunities.
- Tommy Chang, the new superintendent of Boston Public Schools, is taking steps to address equity gaps in the district by transforming adult learning and adding more curricular consistency.
- Cincinnati Public Schools pioneered the community schools model, which brings resources and services from the surrounding community into school buildings.
- Teachers in Nevada’s Washoe County School District have led the way on implementing the Common Core State Standards by organizing professional development and creating standards-aligned instructional materials. | <urn:uuid:465bb323-a82e-4a28-967a-06434d1bef94> | CC-MAIN-2024-10 | https://usprogram.gatesfoundation.org/news-and-insights/articles/celebrating-school-districts-on-the-rise | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474853.43/warc/CC-MAIN-20240229202522-20240229232522-00495.warc.gz | en | 0.947864 | 253 | 2.578125 | 3 | 1,159 |
Special needs education is an essential part of ensuring the success and well-being of students with unique learning needs. Educators must be equipped with effective strategies for identifying special needs, adapting instructional approaches to address them, and creating an environment that welcomes students’ diversity.
This article provides an overview of several essential strategies for implementing special needs education, including identifying the special needs of students, adapting instructional strategies, incorporating technology, and developing a community of support.
By employing these strategies, educators can work to create an inclusive and nurturing environment that offers students with special needs the opportunity to reach their full academic potential.
- 1 Adapting Instructional Strategies to Address Special Needs
- 2 Using Accommodations and Modifications
- 3 Decentralizing Classroom Activities
- 4 Creating a Supportive Environment
- 5 Integrating Technology into Special Education
- 6 Collaborating with Parents and Caregivers
- 7 Developing an Individualized Education Plan (IEP)
- 8 Creating a Community of Support
Adapting Instructional Strategies to Address Special Needs
Special needs education can be a challenging field to navigate, but it is essential to ensure that all students receive the education they need to succeed. In order to do this, educators must be prepared to make necessary changes to their instruction to meet the needs of all students, including those with special needs. The following outlines essential strategies for adapting instructional strategies for students with special needs.
The first step in adapting a lesson plan for special needs students is to provide an individualized evaluation of the student’s current academic, behavioral, and social functioning. This evaluation should be done by school staff who are knowledgeable about the specific type of special need and the student’s individual strengths and needs.
The evaluation should include the student’s current academic, behavioral, and social functioning, as well as their focused goals. This information will be used to create an individualized education plan (IEP) that will address the student’s individual needs.
Once an IEP is in place, educators must create a learning environment that is conducive to meeting the student’s goals. This may include interventions such as providing assistive technology, modifying instructional materials and activities, and providing accommodations to meet the student’s individual needs.
Additionally, it is important to create an environment that is safe, nurturing, and collaborative. This environment should promote an inclusive culture that values the contributions of all students, regardless of their abilities.
Finally, when implementing the IEP and adapting instruction for special needs students, it is essential to create a structured approach to instruction that is flexible and individualized. This means utilizing a variety of strategies and techniques to ensure that instructional objectives are met. For example, educators should use explicit instruction, provide appropriate feedback, and scaffold instruction when necessary.
In conclusion, adapting instructional strategies for special needs education requires an individualized approach. Educators must create a learning environment that is conducive to meeting the student’s individual needs, provide appropriate interventions, and create a structured approach to instruction that is flexible and individualized. By utilizing these strategies, educators can ensure that all students receive the education they need to succeed.
Using Accommodations and Modifications
When it comes to special needs education, accommodations and modifications are essential to ensure that all students have access to the same educational opportunities.
Accommodations are defined as changes to the environment or modifications to the curriculum that are designed to provide students with disabilities with an equal opportunity to participate in the educational experience. Modifications, on the other hand, involve changing the expectations for a student with special needs.
When it comes to implementing accommodations and modifications in a special needs classroom, it is important to consider the individual needs of each student. By recognizing the unique learning styles, strengths, and challenges of each student, educators can tailor their instruction to meet the needs of their students.
Instructional modifications can include providing students with visuals, using visual cues, providing extra assistance as needed, breaking down tasks into smaller parts, and providing opportunities for repeated practice. Accommodations can include providing extra time, providing access to adaptive technology, providing modified tests and assignments, and providing assistance with organization and task management.
In addition, it is critical to build a supportive classroom community where everyone is respected and valued and to provide access to social and extracurricular activities in which special needs students can participate on an equal footing.
Positive reinforcement and encouragement are also essential components of a successful special needs education program. By fostering an environment of inclusion and acceptance, teachers can create an atmosphere in which all students feel welcome and supported in their educational pursuits.
Decentralizing Classroom Activities
The effective implementation of special needs education requires a comprehensive approach to teaching and learning. Decentralizing classroom activities is one such essential strategy for creating an inclusive learning environment for students with special needs.
Decentralizing classroom activities means providing further options for students to work in different locations, on their own or in small groups, and allows for more personalized instruction and increased involvement in the learning process.
Decentralizing classroom activities also help to foster a sense of inclusion among all students. By reorganizing the classroom environment, students with special needs can be included in collaborative activities and conversations that can otherwise be difficult for them to participate in. This allows students to work at their own pace, and also encourages creative, independent thinking.
When decentralizing classroom activities, the first step is to consider the different types of activity available and how they can best be adapted to the needs of students with diverse learning requirements. This may involve offering more individualized instruction, breaking down activities into smaller components, and providing a range of different resources and materials.
Structured activities such as group work, problem-solving tasks, and field trips can also be used in a decentralized environment to help engage students with special needs and encourage collaboration among all students.
Teachers should also consider ways to support students with special needs, both inside and outside of the classroom. This could include providing appropriate adaptive equipment, making necessary adjustments to the classroom layout, and offering additional support services or mentors. These strategies should help ensure students with special needs are able to access the same level of education as their peers.
By decentralizing classroom activities, teachers and schools can help create an inclusive environment that offers students with special needs the same opportunities to learn, explore and grow as students without disabilities. This will not only benefit the students but also help prepare them for the real world, were inclusive and cooperative workplaces are increasingly becoming the norm.
Creating a Supportive Environment
Creating a supportive environment is essential when implementing special needs education. This environment should be physically and emotionally comfortable, and conducive to learning. Most importantly, it should foster an atmosphere of inclusion and respect.
Schools should strive to accommodate the needs of all students, including those with special needs. This includes providing access to appropriate facilities, materials, and resources. Educators should take the time to consider the needs of special needs students, and put an action plan in place to address them.
In addition, teachers should strive to make their classrooms inclusive. This can be accomplished by making sure that all students feel accepted and welcome, regardless of their special needs. It can also be accomplished by implementing strategies such as collaborative learning, differentiated instruction, and scaffolding. These techniques can help ensure that each student is able to access the curriculum at their own pace.
Finally, educators should strive to foster empathy and understanding in the classroom. This can be achieved through the use of role-playing, discussion, and other activities that encourage students to consider the perspectives of others. Developing empathy can help foster a positive and supportive environment that allows special needs students to feel accepted and included.
In conclusion, creating a supportive environment is essential when implementing special needs education. Schools should provide access to appropriate resources, strive for inclusion, and foster empathy in the classroom. Taking these steps can help ensure that special needs students have the best possible chance of success.
Integrating Technology into Special Education
In today’s digital world, it is essential for special education programs to integrate technology into their instruction. Technological advances have greatly improved the effectiveness of special needs education and have created a wealth of new opportunities for learning and teaching. There are numerous strategies and tools available to help teachers use technology to foster communication, collaboration, and academic success in their classrooms.
One of the most effective strategies for using technology in special education is to create a customized learning environment that is tailored to the individual needs of each student. Teachers can use software programs and apps to create a personalized learning curriculum for each student.
These apps can provide students with personalized learning objectives and activities to help them master key concepts and skills. Additionally, apps can allow teachers to track student progress and provide helpful feedback to ensure students are meeting their learning goals.
Another strategy for integrating technology into special education is to promote collaboration between students. By using online tools, teachers can create virtual learning communities where students can learn from each other and receive support and encouragement.
These collaborations can also provide students with a platform for problem-solving, communication, and critical thinking. Additionally, online collaboration tools such as portals and forums allow students, parents, and teachers to communicate with one another in a secure and private environment.
Finally, technology can also be used to facilitate student access to various resources. For example, teachers can use online tools, such as video conferencing, to connect students with experts in their field of study. Additionally, online libraries, simulations, and multimedia tools can provide students with access to information that was previously unavailable to them.
Overall, integrating technology into special education is an essential step in meeting the needs of all learners. By utilizing the strategies as elaborated above, teachers can create a customized learning environment that is tailored to each student’s individual needs and promote collaboration between students.
Technology can also provide students with access to a wide range of resources and experts that can help further their learning. As technology continues to evolve, the possibilities for special education programs to use technology to foster learning and academic success are almost limitless.
Collaborating with Parents and Caregivers
Parents and caregivers play an essential role in the special education process, and it is important for educators to collaborate with them in order to ensure the best possible outcomes for the student. There are a number of strategies that teachers can use to partner with parents and caregivers that can help create a more successful learning experience for their students.
First and foremost, it is important for teachers to establish strong communication with the parents of their special needs students. Meeting with them regularly, both in person and via telephone or email, is key to ensuring that everyone is on the same page and that the student is progressing in their learning goals.
In addition, teachers should also feel comfortable sharing any successes or challenges they have encountered while working with the student, as this will help the parents better understand their child’s needs and how to effectively support them.
Educators should also strive to involve parents and caregivers in the decision-making process for their student’s education. Asking for their input in the development of individualized education plans and other education-related matters can help ensure that the plan is tailored to the specific needs of the student and that it is something that parents feel comfortable with.
Additionally, providing parents with a better understanding of the student’s strengths, weaknesses, and overall educational needs can help make them better informed and more involved in the education process.
Finally, teachers should involve parents and caregivers in the student’s learning process. Keeping them informed of any upcoming assignments, tests, or presentations can help them better support their child in the classroom. Additionally, regularly discussing the student’s progress and successes with parents can help reinforce the positive educational experiences the student is having and provide the parents with more insight into their child’s learning.
In summary, collaborating with parents and caregivers is an essential part of implementing successful special needs education. By establishing strong communication and involving them in the decision-making process, as well as in their child’s learning process, teachers can ensure that the student’s educational needs are being met and that parents are informed and involved in the process.
Developing an Individualized Education Plan (IEP)
Creating an effective Individualized Education Plan (IEP) is the cornerstone of any successful special needs education program. An IEP enables teachers, administrators, and parents to collaborate to provide the best possible education plan for a student whose needs are specific and different from their peers. Each IEP must be tailored to the individual child, taking into account their strengths, weaknesses, and any special accommodations they may require.
When creating an IEP, there are several key steps that must be taken. First, it is important to assess the student’s current level of development and determine where they are functioning in comparison to same-age peers.
This includes both cognitive and behavioral assessments, as well as input from the parents and educators. Once the assessments are complete, the team can use them to create individualized goals that are set with appropriate expectations.
The next step is to develop an action plan to achieve the goals. This plan should include the strategies that will be used to help the child reach their goals, the resources that will be necessary, and how the plan will be monitored to assess progress. It should also take into account the specialized learning needs of the child, such as access to necessary adaptive technology.
Finally, the IEP should include an evaluation period. This evaluation should include both short-term and long-term objectives. It is important that the team track and document the child’s progress in order to ensure that their goals are being met. If goals are not being met, adjustments can be made and new strategies explored.
Creating an effective IEP is essential to ensure that the student’s individual needs are being met. Doing so requires expertise and cooperation between all parties involved, with the final goal being to ensure the student gets the best education possible.
Creating a Community of Support
Creating a supportive community for students with special needs is essential for their success. Knowing that their school has their back, students can feel more secure and comfortable as they navigate their academic path. Here are some strategies for developing a supportive community in special needs education:
1. Make sure parents, teachers, and other professionals are informed and educated on the needs of special needs students. This includes understanding the concept of inclusion, which is the idea of including students with special needs in regular education classrooms. Educating staff and parents on the social and legal aspects of inclusion helps to create a safe environment for these students.
2. Encourage collaboration between staff members. When teachers and support staff work together, they can develop strategies and procedures to better meet the needs of special needs students. Effective communication among staff is also essential for providing a more supportive environment for these students.
3. Offer flexible and tailored learning options. For students with special needs, it’s important to provide flexible schedules and individualized instruction. Ensuring that students have access to different learning strategies and materials can help them to find the best way to learn and succeed academically.
4. Utilize technology to provide additional support. Technology can be used to help students with special needs in a variety of ways, such as providing audio and video recordings of instructions to aid in comprehension, offering games, and activities that reinforce concepts, and providing tools for classroom management.
5. Connect with schools and community organizations that support special needs students. Building relationships with other organizations, such as parent associations or local disability advocacy groups, can provide additional support and resources for special needs students.
When these strategies are implemented, they can create a community of support that allows special needs students to thrive. With the right resources and support, students can develop the skills and confidence needed to reach their goals. | <urn:uuid:d230bd48-7df6-4ff0-ba41-127eb2100320> | CC-MAIN-2024-10 | https://brainwave.watch/implementing-special-needs-education-essential-strategies/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476396.49/warc/CC-MAIN-20240303142747-20240303172747-00495.warc.gz | en | 0.954399 | 3,245 | 4.5 | 4 | 1,160 |
Welcome to our comprehensive guide on how to use ChatGPT for students in the classroom. As educators, we are always looking for ways to enhance our teaching methods and improve student learning outcomes. ChatGPT is a powerful tool that can help us achieve these goals.
ChatGPT is an AI-powered model that uses natural language processing and machine learning algorithms to enable interactive conversations with humans. It has the potential to revolutionize the way we teach and learn in the classroom.
In this guide, we will explore the benefits of using ChatGPT in the classroom, provide best practices and case studies for successful implementation, and discuss potential challenges and concerns to be aware of. By the end of this guide, you will have a comprehensive understanding of how to use ChatGPT to enhance student learning outcomes and foster creativity.
- ChatGPT is an AI-powered model that enables interactive conversations with humans.
- Using ChatGPT in the classroom can enhance learning, streamline studying, and foster creativity.
- To effectively use ChatGPT, it’s important to integrate it into the curriculum, set boundaries and expectations, and monitor student interactions.
- Evaluating the impact of using ChatGPT on student learning outcomes is crucial for measuring effectiveness.
What is ChatGPT?
ChatGPT is a cutting-edge technology that combines natural language processing and machine learning algorithms to create an AI-powered conversational model. It is designed to enable interactive conversations with machines that simulate human-like interactions. The technology is built on the principles of the GPT (Generative Pre-trained Transformer) language model to generate text in response to user input.
The model is pre-trained on large amounts of data, enabling it to understand context, syntax, and semantics of human language. This makes it possible for ChatGPT to generate responses to user-inputted text, providing personalized assistance to students in the classroom. ChatGPT is revolutionizing the way we interact with technology and is opening up new possibilities for enhancing learning experiences for students.
Benefits of Using ChatGPT in the Classroom
ChatGPT can revolutionize the way students learn and interact in the classroom, with numerous benefits:
- Personalized Assistance: With the help of ChatGPT, students can receive personalized assistance to address their specific learning needs. This AI-powered model can help students to understand complex concepts and provide guidance on specific problems that may be challenging for them.
- Facilitates Collaboration: ChatGPT also promotes collaboration among students, allowing them to work together on various assignments and projects. It can encourage teamwork and create opportunities for students to learn from each other, enhancing their critical thinking and problem-solving skills.
Moreover, ChatGPT can help spark creativity among students and facilitate active learning rather than passive consumption of information.
Overall, ChatGPT has the potential to transform the classroom experience, making it more engaging, interactive, and personalized for each student.
Integrating ChatGPT into the Curriculum
ChatGPT can be effectively integrated into the curriculum to enhance student learning and engagement. Educators can utilize ChatGPT in various subject areas, such as language arts, science, and social studies, to foster critical thinking and problem-solving skills. Here are some examples of specific activities and assignments that can incorporate ChatGPT:
|Students can use ChatGPT to develop creative writing prompts or engage in collaborative storytelling activities.
|Students can use ChatGPT to discuss and analyze scientific concepts or engage in virtual lab simulations.
|Students can use ChatGPT to explore historical events or engage in virtual debates about contemporary issues.
Integrating ChatGPT into the curriculum can also provide opportunities for differentiated instruction and personalized learning. For example, educators can program ChatGPT to provide tailored feedback and assistance to individual students based on their unique learning needs and preferences.
Best Practices for Integrating ChatGPT into the Curriculum
When integrating ChatGPT into the curriculum, it is important to establish clear guidelines and expectations for student interactions with the AI-powered model. Here are some best practices to consider:
- Set clear boundaries and guidelines for when and how ChatGPT can be used.
- Provide adequate training and support for both educators and students.
- Monitor student interactions with ChatGPT to ensure safety and appropriateness.
- Regularly assess the effectiveness of using ChatGPT to inform future implementation and improvements.
Enhancing Student Engagement with ChatGPT
ChatGPT is an excellent tool for enhancing student engagement in the classroom. Through interactive conversations with an AI-powered model, students can have a more personalized learning experience that caters to their individual needs and interests.
Additionally, ChatGPT can spark curiosity and promote active learning, which can increase student participation and foster a deeper understanding of the subject matter. Students can ask questions and seek help from ChatGPT without fear of judgment, which can make them more confident and engaged in class discussions.
Collaborative Learning Opportunities
ChatGPT also offers collaborative learning opportunities. Students can work in groups to come up with questions that they want to ask ChatGPT and discuss the answers they receive. This can promote critical thinking and problem-solving skills, as well as encourage teamwork and collaboration among students.
Moreover, students can use ChatGPT to create a collaborative story or poem, taking turns adding lines and editing the text. This creative exercise can help students develop their writing skills while fostering a sense of community and teamwork in the classroom.
Interactive Learning Activities
Another way to enhance student engagement with ChatGPT is by incorporating interactive learning activities. For example, teachers can create a quiz game where students compete to answer questions posed by ChatGPT. This can make learning more fun and engaging, while providing a formative assessment tool for teachers.
Teachers can also use ChatGPT to provide students with a virtual tour of a historical or cultural site. Students can ask ChatGPT questions about the location or the people who lived there, promoting a deeper understanding of the subject matter.
Addressing Challenges and Concerns
As with any new technology, there are potential challenges and concerns that educators need to address when using ChatGPT in the classroom. While ChatGPT can be a powerful tool for enhancing learning outcomes, it is important to consider the following issues:
Privacy and Security Concerns
Teachers should be mindful of the personal information that students share with ChatGPT. While the AI model is designed to protect user privacy, there is always a risk of data breaches or leaks. To mitigate this risk, it is important to establish clear guidelines for what information can and cannot be shared with ChatGPT.
Biases in the AI Model
While ChatGPT has been trained on a vast amount of data to ensure a broad understanding of language, there is still a risk of bias in the AI model. This bias can manifest in the form of gender, ethnicity, and other cultural factors. To minimize this risk, it is important to monitor and evaluate the interactions between students and ChatGPT for any potential biases.
The Need for Teacher Guidance and Monitoring
ChatGPT should not be used as a replacement for human interaction and guidance. While it can provide valuable assistance with learning, it is important to ensure that students are not overly reliant on ChatGPT and that they continue to engage with their peers and teachers. Additionally, teachers should monitor student interactions with ChatGPT to ensure that they remain appropriate and relevant to the learning objectives.
Best Practices for Using ChatGPT for Students
Now that we’ve explored the benefits and potential challenges of using ChatGPT in the classroom, let’s take a look at some best practices for effectively incorporating this innovative technology into your teaching practice.
1. Establish clear boundaries and expectations.
It’s essential to establish clear boundaries and expectations with your students when using ChatGPT. This includes guidelines for appropriate language and behavior and a clear understanding of what types of questions or prompts are appropriate for ChatGPT.
2. Provide guidance and monitoring during student interactions with ChatGPT.
Teachers should be readily available to monitor and guide students during their interactions with ChatGPT. This includes providing feedback on responses and identifying potential biases or issues that may arise in the AI model.
3. Use ChatGPT to complement, not replace, traditional teaching methods.
ChatGPT should be used to enhance and supplement traditional teaching methods, not replace them entirely. It’s important to find a balance between utilizing ChatGPT and other teaching tools and techniques to ensure a well-rounded learning experience for students.
4. Incorporate ChatGPT into project-based learning activities.
One effective way to utilize ChatGPT is through project-based learning activities. This allows students to engage in hands-on, collaborative learning while utilizing ChatGPT to enhance problem-solving and critical thinking skills.
5. Encourage creativity and open-ended questioning with ChatGPT.
ChatGPT is an excellent tool for encouraging creativity and open-ended questioning in the classroom. Teachers should encourage students to think outside the box and explore different ways to utilize ChatGPT to enhance their learning experience.
6. Regularly evaluate the impact of ChatGPT on student learning.
It’s essential to regularly evaluate the impact of using ChatGPT on student learning outcomes. This can include both qualitative and quantitative assessments, such as surveys, interviews, and testing.
By following these best practices, educators can effectively utilize ChatGPT to enhance student learning and foster creativity and critical thinking skills in the classroom.
Case Studies: Successful Use of ChatGPT in the Classroom
Now that we’ve explored the benefits of using ChatGPT in the classroom, let’s take a look at some real-life examples of successful implementations. By showcasing how educators have used ChatGPT to enhance student learning outcomes, promote creativity, and foster collaboration, these case studies demonstrate the tangible benefits of incorporating AI-powered tools into the classroom environment.
Case Study 1: Language Arts
Ms. Johnson, a middle school Language Arts teacher, was looking for ways to engage her students in reading comprehension activities. She decided to use ChatGPT as a virtual reading partner and asked her students to have a conversation with it about a novel they were reading. By doing so, Ms. Johnson discovered that students who were normally disengaged in class were more likely to participate and express their opinions with the AI-powered model. They were also able to receive immediate feedback and suggestions for follow-up questions, which improved their comprehension and retention of the material.
Case Study 2: Science
Mr. Lee, a high school science teacher, incorporated ChatGPT into his lesson on genetics. He asked his students to chat with the model about different genetic traits such as eye color and height. By interacting with ChatGPT, students were able to reinforce their understanding of complex genetics concepts and apply what they learned to solve hypothetical genetic problems. Additionally, ChatGPT allowed Mr. Lee to differentiate instruction and provide personalized feedback to each student based on their responses to the AI-powered model.
Case Study 3: Social Studies
Ms. Patel, a middle school social studies teacher, used ChatGPT to promote teamwork and collaboration among her students. She created a game where students worked in teams to answer trivia questions about historical events and figures. To answer the questions, students needed to communicate and collaborate with each other, as well as with ChatGPT. This activity not only facilitated critical thinking and problem-solving skills but also encouraged students to work together and build positive relationships with their peers.
These case studies illustrate the versatility of ChatGPT and how it can be used in various subject areas and at different grade levels. By incorporating ChatGPT into the curriculum, educators can create more interactive and engaging learning experiences for their students.
Evaluating the Impact of ChatGPT on Student Learning
As educators, we know the importance of evaluating the effectiveness of any tool or strategy we incorporate into our classroom. While ChatGPT has the potential to revolutionize the way we teach and learn, it is crucial to gauge its impact on student learning.
One way to evaluate the impact of ChatGPT is by conducting qualitative assessments. Teachers can observe and document changes in student engagement levels and participation rates when using ChatGPT. They can also collect anecdotal evidence from students regarding their experience with the tool and its impact on their learning outcomes.
|Surveys and Questionnaires
|Use surveys or questionnaires to gather feedback from students regarding their experience with ChatGPT. Students can provide insight into the tool’s effectiveness, usability, and impact on their learning outcomes.
|Conduct focus groups with students to gain a deeper understanding of their experience with ChatGPT. Teachers can ask questions regarding the tool’s strengths and weaknesses, and students can provide feedback on how it can be improved.
Quantitative assessments can also be utilized to evaluate the impact of ChatGPT on student learning. These types of assessments involve measuring student achievement, such as their grades or test scores, before and after using ChatGPT. By comparing these results, teachers can determine whether ChatGPT has had a positive impact on student learning outcomes.
Overall, evaluating the impact of ChatGPT on student learning is an essential step in determining its effectiveness in the classroom. By utilizing both qualitative and quantitative assessments and leveraging the feedback received from students, educators can gain a better understanding of how ChatGPT can be used to improve teaching and learning outcomes.
In conclusion, we have explored the benefits and challenges of using ChatGPT for students in the classroom. ChatGPT is a powerful tool that can enhance learning outcomes, foster creativity, and promote collaboration among students. However, it is essential to address concerns related to privacy, security, and potential biases in the AI model.
By integrating ChatGPT into the curriculum and following best practices for use, educators can maximize the benefits of this technology while minimizing potential risks. Successful case studies have demonstrated the effectiveness of ChatGPT in enhancing student engagement and learning outcomes in a variety of subject areas.
Evaluating the impact of ChatGPT on student learning can involve both qualitative and quantitative methods, including assessment strategies such as surveys and quizzes. Overall, ChatGPT represents an innovative and exciting opportunity for educators to revolutionize education and enhance student learning outcomes in the classroom.
Q: What is ChatGPT?
A: ChatGPT is an AI-powered model that utilizes natural language processing and machine learning algorithms to enable interactive conversations with users.
Q: How can ChatGPT benefit students in the classroom?
A: ChatGPT can enhance learning by providing personalized assistance, facilitating collaboration among students, and promoting critical thinking and problem-solving skills.
Q: How can ChatGPT be integrated into the curriculum?
A: ChatGPT can be integrated into various subject areas such as language arts, science, and social studies. Specific activities and assignments can be designed to incorporate ChatGPT.
Q: How does ChatGPT enhance student engagement?
A: ChatGPT sparks curiosity, promotes active learning, and increases student participation through interactive conversations.
Q: What are some challenges and concerns related to using ChatGPT in the classroom?
A: Challenges include privacy and security considerations, potential biases in the AI model, and the need for teacher guidance and monitoring during student interactions.
Q: What are the best practices for using ChatGPT with students?
A: Best practices include effective implementation strategies, setting boundaries and expectations, and maximizing benefits while minimizing potential risks.
Q: Are there any successful case studies of using ChatGPT in the classroom?
A: Yes, real-life case studies have showcased successful implementations of ChatGPT in enhancing student learning outcomes, promoting creativity, and fostering collaboration.
Q: How can the impact of using ChatGPT on student learning be evaluated?
A: The impact can be evaluated through various assessment strategies, both qualitative and quantitative, to measure the effectiveness of integrating ChatGPT into the classroom environment. | <urn:uuid:e95d4f32-5905-47af-8441-89f46580d662> | CC-MAIN-2024-10 | https://aiinsidertips.com/chatgpt-for-students/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476592.66/warc/CC-MAIN-20240304232829-20240305022829-00495.warc.gz | en | 0.933668 | 3,327 | 4.0625 | 4 | 1,161 |
Let's say you've spent countless hours building a software development tool, open source project or an API and now it's time to write a tutorial for your users. Good tutorials increase user engagement, user retention and reduce support queries. So, what makes a successful tutorial?
An introduction should tell the reader what they will get out of the tutorial, what the learning objectives are and what the prerequisites are.
Learning objectives outline what the user will learn. They should be brief, clear, specific statements of what learners will know by the end of the tutorial. Objectives are particularly useful when the tutorial teaches multiple concepts and you refer back to them throughout the tutorial.
A good example of effective learning objectives can be found in the guides of the MDN learning area: An example of a learning objective on the MDN website
Being clear on what the prerequisites are is key. Throughout the tutorial, you shouldn't assume the reader has any knowledge unless it is stated in the prerequisites. Is your tutorial for a Python library? Then state the user should know Python. Is it a tutorial for a web framework? Then state that the user should know the basics of how the web works. These types of prerequisites can seem too obvious to mention but they should be included to help your readers. This React guide is a great example of prerequisites being done well. An example of clear prerequisites | <urn:uuid:039b632c-87f2-434d-aa71-a11dfb8ef53f> | CC-MAIN-2024-10 | https://vuink.com/post/pbqvatjvguelna-d-dpbz/blog/writing-good-developer-tutorials | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.45/warc/CC-MAIN-20240222193722-20240222223722-00595.warc.gz | en | 0.931603 | 281 | 3.25 | 3 | 1,162 |
Interactions pose a dilemma to all instructional designers. While they can be fun, visually exciting and effective, they can also require a lot of development and be difficult to create.
It’s worth taking the time to get your approach to interactions right because they’re key to making e-learning effective. Think about it… do you remember how to cook by reading the recipe or by having a go at cooking it?
Here are our top five tips for creating effective interactions…
1. Make them relevant
Interactions should mirror the realities of the job. If you’re creating a financial management course, why not get the learner to solve a fictional financial dilemma? This gives them an opportunity to safely make mistakes without looking stupid or incurring consequences. You can also surprise the learner by following up on an interaction – demonstrate the consequences of the action they took and those they didn’t. Focus on what learners need to DO not just what they need to KNOW!
2. Test, don’t just tell
Just like in the classroom most people prefer to be involved in something active rather than a passive experience – learning doesn’t occur passively. Test the learner when introducing a new topic and make the learner justify their answers. Don’t just ask the learner to click, you should also ask them to think. One of our favourite testing interactions is the myth or reality screen. You can surprise the learner and dispel misconceptions by including false statements and delivering the true facts in the feedback.
3. Be creative… and savvy
It’s possible to make interactions carry a visual punch by making small changes to traditional and familiar templates. Why not animate hotspots, or use images in the place of boxes? Get to know your templates – you may be able to use an existing one – and find out what your developers can achieve in a set amount of hours.
4. Follow the Goldilocks example
Each learner is different, so getting the degree of difficulty right can be a challenge. We try to follow the Goldilocks example: if it’s too easy, people will be bored… If it’s an impossible task, people won’t try… success should be possible but not guaranteed! Double negatives and options that are very similar can make interactions too difficult. Similarly, the longest answer being the correct one can make testing too easy.
5. Know when not to use an interaction
Think – does an interaction really add value? Or are you adding an interaction for the sake of it? Some parts of a client’s content may seem more suited to interactions than others, and this is fine. However, try to make sure your interactions are fairly distributed and test the learner on the key learning objectives. | <urn:uuid:c2244a60-fafe-4128-9cb6-d5cff0f03013> | CC-MAIN-2024-10 | https://saffroninteractive.com/top-five-tips-for-creating-effective-interactions/ | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474617.27/warc/CC-MAIN-20240225135334-20240225165334-00595.warc.gz | en | 0.923322 | 573 | 2.953125 | 3 | 1,163 |
When exploring their cognitive capacities, these Early Learners differentiate between similarities and differences between objects, classification, and objects in a series.
Mood swings are a hallmark of a two-year-old’s emotional life. One minute, a child is happy and playful; the next, he/she is angry and sulking. The goal is for children to feel loved, valued, and competent and learn to trust others. They need to develop positive feelings about themselves, begin to make friends, recognize and accept their feelings, and appropriately express those feelings. Develop self-help skills, resiliency, and independence. We will introduce them to the concept of taking turns. Sharing, in these age groups is a challenging concept for children to understand and we work towards this goal.
Science and Mathematics:
Children will learn counting skills and the introduction to shapes and colors. These lessons help develop their critical thinking and communication skills. Children will do many creative projects that are ‘play-based’ in mathematics. They will explore nature with a hands-on approach and focus on their five senses: touching, seeing, hearing, tasting, and smelling.
Fine Motor Skills:
To help the development of fine motor skills, children will work with a wide variety of manipulatives that will stimulate their fine motor control, such as stringing, buttoning, zipping, painting, puzzles, building with manipulations, and much more. Using these developmental skills brings with it stronger abilities for a child to attend to basic self-care tasks and pre-writing, writing skills.
Gross Motor Skills:
Toddlers seem to be always on the go! As children move through this stage, they will learn to control larger movements (his/her entire body), such as hopping, swinging, throwing a ball overhead, running, and climbing steps. This development brings with it some ability for a child to attend to some basic self-care tasks. As children develop so will our individual and group challenges with indoor and outdoor activities.
Learning for Infants & Toddlers
As children come into this program, they may still be following their schedules from home or another child care. Allowing for those extra or longer naps and extra snacks may be necessary for the child’s well-being. We believe schedules should be designed to preserve the children and should not interfere with their enjoyment and comfort. And we want to emphasize that it is a very flexible guide only to give some structure to the day.
2 Years Old
Toddlers begin to assert independence but are still very reliant on the comfort and security offered by those in charge. At this age, they are exploring cause and effect, self-help skills, and learning effective communication and social skills. Some of these learning objectives include Cognitive Development, Critical Thinking Skills, Personal Development, Social Development, etc.
Language and Literacy: Our early learners at Early Steps will learn to express, communicate, and comprehend the Spanish language through verbalizing needs/ wants, storytelling, rhymes, songs, and learning the Spanish alphabet, letters to sounds.
2.5 Years Old
Our Center of integral Development chooses the concept of Cycles of Learning. The first cycle includes a period of 2.5 to 3 years old, our center of integral development offers individualized attention, besides satisfying his/her basic needs, developing effective, stable, and permanent links taking part in a sure and predictable environment, but simultaneously diversely and richly in experiences of learning.
3 Years Old
The instruction for 3-year old’s is active following, a guided pedagogy, and a didactic style of active listening for any given task. We are keeping in mind all the areas of developmentally age-appropriate tasks. Our area of focus is to learn stronger bilingual language arts, story webbing, and phonemic awareness in both English and Spanish. We also focus on incorporating primary writing skills, collaborative building strategies for mathematics, practical earth sciences, self-help skills, and critical thinking skills.
We will emphasize the development of all these areas described above by incorporating learning through play, teaching resilience, and emotional intelligence.
The entire curriculum is based on bilingual teaching.
4 & 5 Years Old
Learning for children that are four and five years old is more actively elaborate and dynamic! Keeping in mind the child’s age, social skill set, didactic learning ability, and strong language vocabulary, we further challenge their areas of social and cognitive development.
As a provider of bilingual education in Virginia, we prepare them to enter kindergarten by eclipsing the State Standards and educational quality goals, competency skills, and language fluency! A majority of our students begin reading and are ready to springboard into the Public Education System.
School-Age Care 6- 10 Years Old
School-aged children come with their uniqueness, abilities, and social attributes ready to learn more! We provide supplemental personal instruction, structured homework guidance, and supervision with ample room for self-guided workgroups. Our goal is to offer enrichment studies in Fine Arts, Music, Drama, and STEM, but most of all, we teach Spanish!
Typical Daily Schedule
Your child’s daily activities are balanced to include ample time for rigorous play, eating, and resting. In our daily schedules for our different classes, you will see that our schedules are very flexible. The well-being of our children is our first concern at all times. If children are tired or upset, teachers vary their plans. Individual children are allowed to rest if they do not want to participate in an activity. In working with young children, it is always essential to plan a program that will interest and stimulate them. It is equally important to be ready to vary that program, following the needs and moods of the children.
Food in Our Centers: The Key is Flexibility
During the day, we provide breakfast, snack, lunch and snack. Children are provided 2% milk and water from a cup. Children are given fresh vegetables and fruits each day. We will communicate daily what your child is eating to ensure sufficient amounts and variety of foods are offered. We want our toddlers to extend their acceptance of different kinds of foods. We are aware that all children need time to feel comfortable with changes in their menus. | <urn:uuid:7b96b419-c55b-457c-a5b8-2d82498c9a52> | CC-MAIN-2024-10 | https://www.earlystepsbilingualpreschool.org/preschool-programs | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476374.40/warc/CC-MAIN-20240303111005-20240303141005-00595.warc.gz | en | 0.952917 | 1,280 | 3.875 | 4 | 1,164 |
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