Teams, Networks, and Assistive Technology: Training Special Educators in Rural Areas.

ERIC Educational Resources Information Center

Henderson, Cheryl; Kyger, Maggie; Guarino-Murphey, Dana

Assistive technology is equipment that improves the functional capabilities of individuals with disabilities. Using assistive technology, children discover they have control over their environment and develop a sense of competence and independence. As special education enrollments increase, more students are using assistive technology, but many…

Interdisciplinary Team Training for Prospective Middle Grades Teachers.

ERIC Educational Resources Information Center

Warner, Mark

2001-01-01

Describes how face-to-face meetings, field trips, and Internet technology with team planning helped a teacher educator at Augusta State University in Georgia overcome barriers to preparing prospective middle school teachers as effective team members. Illustrates impact on small-group decision making, expectations for team functioning, and…

Individual Learner and Team Modeling for Adaptive Training and Education in Support of the US Army Learning Model: Research Outline

DTIC Science & Technology

2015-09-01

evaluate adaptive technologies to make them usable by a larger segment of the training and educational community. This research includes 5...Needed for Modeling Small Unit Team Processes and Performance Outcomes That Can Be Used in Adaptive Tutoring 25 8.2 Design Simulation Technologies ...learning and career development through the growth of metacognitive (e.g., reflection), self-assessment, and motivational skills (Butler and Winne 1995

Professional Development in Educational Technology through Teacher Support Teams

ERIC Educational Resources Information Center

Alvarado, Guillermo

2017-01-01

Since the turn of the 21st century, the implementation of instructional technologies in the secondary classroom has increased exponentially. As a result, teacher support in its implementation has become paramount. Using a qualitative case study design, this research explored teachers' and administrators' perceptions of teacher support teams that…

Proceedings of the International Academy for Information Management (IAIM) Annual Conference (13th, Helsinki, Finland, December 11-13, 1998).

ERIC Educational Resources Information Center

Rogers, Camille, Ed.

The conference paper topics include: business and information technology (IT) education; knowledge management; teaching software applications; development of multimedia teaching materials; technology job skills in demand; IT management for executives; self-directed teams in information systems courses; a team building exercise to software…

Technological Alternatives to Paper-Based Components of Team-Based Learning

ERIC Educational Resources Information Center

Robinson, Daniel H.; Walker, Joshua D.

2008-01-01

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

Teaming. The Key to World Class Manufacturing.

ERIC Educational Resources Information Center

Wright, John R.

1999-01-01

Lean manufacturing, a streamlined system of flow and job shop techniques, relies on self-directed work teams. Technology educators can prepare students for work in this environment by using problem-solving teams in the classroom to work on design briefs and other group projects. (SK)

Virtual Teams in Higher Education: The Light and Dark Side

ERIC Educational Resources Information Center

Grinnell, Lynn; Sauers, Amy; Appunn, Frank; Mack, Larry

2012-01-01

Students and faculty are grappling with learning teams in the online environment - more than half of all higher education organizations offer online courses (Hoffman, 2006). As online course developers try to replicate the best practices of traditional classrooms, the asynchronous technology of the Internet has added great capability while also…

Project T.E.A.M. (Technical Education Advancement Modules). Fundementals of Workplace Integration.

ERIC Educational Resources Information Center

Kraeling, Vicki

This module is one of a series of instructional guides developed by Project TEAM (Technical Education Advancement Modules), a cooperative demonstration program for high technology training for unemployed, underemployed, and existing industrial employees whose basic technical skills are in need of upgrading. The module is a 27-hour overview course…

Managing Complex Distance Education Projects in a Telework Environment

ERIC Educational Resources Information Center

Ally, Mohamed; Cleveland-Innes, Marti; Wiseman, Colin

2010-01-01

The advances of communication technologies have allowed professionals to work on distance education projects in a telework environment. Managers of these projects must have the skills to manage the projects from a distance. They must be able to select the appropriate team members to work on the project, orient team members, and monitor team…

The value of inter-professional education: a comparative study of dental technology students' perceptions across four countries.

PubMed

Evans, J; Henderson, A J; Sun, J; Haugen, H; Myhrer, T; Maryan, C; Ivanow, K N; Cameron, A; Johnson, N W

2015-04-24

The ability to function as an effective member of a dental care team is a highly desirable--frequently mandated--attribute of dental technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n=376) were invited to complete an education profile questionnaire, and the standardised measure--the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for dental technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

Importance of Diversified Leadership Roles in Improving Team Effectiveness in a Virtual Collaboration Learning Environment

ERIC Educational Resources Information Center

Chen, Charlie C.; Wu, Jiinpo; Yang, Samuel C.; Tsou, Hsin-Yi

2008-01-01

Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The…

Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

ERIC Educational Resources Information Center

Thomas, Jennifer D. E.; Morin, Danielle

2010-01-01

This paper compares students' perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The findings indicate that students perceived strong support for their acquisition…

The Development and Infrastructure Needs Required for Success--One College's Model: Online Nursing Education at Drexel University

ERIC Educational Resources Information Center

Cornelius, Fran; Glasgow, Mary Ellen Smith

2007-01-01

Technology's impact on the delivery of health care mandates that nursing faculty use all technologies at their disposal to better prepare students to work in technology-infused health care environments. Essential components of an infrastructure to grow technology-infused nursing education include a skilled team comprised of tech-savvy faculty and…

Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil

ERIC Educational Resources Information Center

Barilli, Elomar Castilho; de Freitas Barretto, Stenio; Lima, Carla Moura; Menezes, Marco Antonio

2014-01-01

This paper is intended to share the results of the assessment of the use of the Online Work Community (OWC), developed in the Moodle technology that was used as an instrument to facilitate the educational and operational processes, intended to share problems and proposals for solution among the 470 members of the development teams, made up of…

NASA technology applications team. Applications of aerospace technology

NASA Technical Reports Server (NTRS)

1991-01-01

Discussed here are the activities of the Research Triangle Institute (RTI) Technology Applications Team for the period 1 October 1990 through 30 September 1991. Topics researched include automated data acquisition and analysis of highway pavement cracking, thermal insulation for refrigerators, the containment of paint removed from steel structures, improved technologies for Kuwait oil well control, sprayed zinc coatings for corrosion control of reinforcing steel in bridges, and the monitoring and life support of medically fragile children in the educational setting.

Health care interprofessional education: encouraging technology, teamwork, and team performance.

PubMed

2014-04-01

It is critical to prepare nurses for future practice to work in teams by engaging students in interprofessional education (IPE) that fosters positive attitudes toward teamwork. The purpose of this study was to examine the effects of computer-supported IPE on students’ attitudes and perceptions toward health care teamwork and team performance. A hybrid approach to IPE was used to provide students with an educational experience that combined the benefits of traditional face-to-face communication methodology with a computer-mediated platform that focused on reflection and team building. A statistically significant difference was found in students’ perceptions of team performance after engaging in computer-supported IPE. No statistically significant difference in students’ pretest–posttest composite attitude toward teamwork scores was noted; however, there was a positive trend toward improved scores.

The Use of Constructive Modeling and Virtual Simulation in Large-Scale Team Training: A Military Case Study.

ERIC Educational Resources Information Center

Andrews, Dee H.; Dineen, Toni; Bell, Herbert H.

1999-01-01

Discusses the use of constructive modeling and virtual simulation in team training; describes a military application of constructive modeling, including technology issues and communication protocols; considers possible improvements; and discusses applications in team-learning environments other than military, including industry and education. (LRW)

Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

ERIC Educational Resources Information Center

Berentsen, Lowell W.

2006-01-01

Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

Assistive Technology for Students with Disabilities: A Legal Analysis of Issues

ERIC Educational Resources Information Center

Etscheidt, Susan Larson

2016-01-01

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the…

School Technology Leadership in a Spanish Secondary School: The TEI Model

ERIC Educational Resources Information Center

Gallego-Arrufat, María-Jesús; Gutiérrez-Santiuste, Elba; Campaña-Jiménez, Rafael Luis

2017-01-01

This study analyzes the perception that teachers and management team members in secondary school education have of "technology-based educational innovation" (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders' perspective of planning, development, and evaluation. The school leaders' view diverges from that of…

Effective Assistive Technology Consideration and Implications for Diverse Students

ERIC Educational Resources Information Center

Jones, Vita L.; Hinesmon-Matthews, Lezlee J.

2014-01-01

Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nasseh, Bizhan

Ball State University (BSU) was the recipient of a U.S. Department of Energy award to develop educational games teaching science and math. The Science Media Program will merge Ball State University’s nationally recognized capabilities in education, technology, and communication to develop new, interactive, game-based media for the teaching and learning of science and scientific principles for K-12 students. BSU established a team of educators, researchers, scientists, animators, designers, technology specialists, and hired a professional media developer company (Outside Source Design) from Indianapolis. After six months discussions and assessments the project team selected the following 8 games in Math, Physics, Chemistry,more » and Biology, 2 from each discipline. The assembled teams were innovative and unique. This new model of development and production included a process that integrated all needed knowledge and expertise for the development of high quality science and math games for K-12 students. This new model has potential to be used by others for the development of the educational games. The uniqueness of the model is to integrate domain experts’ knowledge with researchers/quality control group, and combine a professional development team from the game development company with the academic game development team from Computer Science and Art departments at Ball State University. The developed games went through feasibility tests with selected students for improvement before use in the research activities.« less

A Case Study of Wikis and Student-Designed Games in Physical Education

ERIC Educational Resources Information Center

Hastie, Peter A.; Casey, Ashley; Tarter, Anne-Marie

2010-01-01

This paper reports on the incorporation of wiki technology within physical education. Boys from two classes at a school in the United Kingdom were divided into small teams and given the task of creating a new game in a same genre as football, hockey, netball or rugby. Each team had a wiki on which were recorded all the plans and developments of…

Validating a measure to assess factors that affect assistive technology use by students with disabilities in elementary and secondary education.

PubMed

Zapf, Susan A; Scherer, Marcia J; Baxter, Mary F; H Rintala, Diana

2016-01-01

The purpose of this study was to measure the predictive validity, internal consistency and clinical utility of the Matching Assistive Technology to Child & Augmentative Communication Evaluation Simplified (MATCH-ACES) assessment. Twenty-three assistive technology team evaluators assessed 35 children using the MATCH-ACES assessment. This quasi-experimental study examined the internal consistency, predictive validity and clinical utility of the MATCH-ACES assessment. The MATCH-ACES assessment predisposition scales had good internal consistency across all three scales. A significant relationship was found between (a) high student perseverance and need for assistive technology and (b) high teacher comfort and interest in technology use (p = (0).002). Study results indicate that the MATCH-ACES assessment has good internal consistency and validity. Predisposition characteristics of student and teacher combined can influence the level of assistive technology use; therefore, assistive technology teams should assess predisposition factors of the user when recommending assistive technology. Implications for Rehabilitation Educational and medical professionals should be educated on evidence-based assistive technology assessments. Personal experience and psychosocial factors can influence the outcome use of assistive technology. Assistive technology assessments must include an intervention plan for assistive technology service delivery to measure effective outcome use.

EARTHWATCH Expeditions Impact Science Education: Exposing Teachers to Science and Technology in the Field and in the Classroom.

ERIC Educational Resources Information Center

Nixon, Rachel A.

1997-01-01

Presents six case studies of EARTHWATCH expeditions which provide teachers with opportunities to work with scientists, participate in scientific discovery, and employ new technology. Educators join EARTHWATCH teams to explore tropical and dry forests, monitor ecosystems and species, unearth remains, and consequently develop innovative classroom…

Encouraging Data Use in the Classroom-DLESE Workshop Evaluation Results

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.; Ledley, T. S.

2005-12-01

For the last two years, the Data Services Team of the Digital Library for Earth Systems Education (DLESE) has offered annual workshops, bringing scientists, technology specialists, and education professionals together to develop ways of using scientific data in education. Teams comprised of representatives from each of five professional roles (scientist, curriculum developer, data provider, teacher, tool developer) worked on developing online educational units of the Earth Exploration Toolbook (EET--http://serc.carleton.edu/eet/). Workshop evaluation projects elicited a large amount of feedback from participants at both workshops. Consistently, the attendees most highly valued the opportunity to network with those of other professional roles and to collaborate on a real-world education project. Technology and science specialists emphasized their desire for a greater understanding of practical applications for scientific data in the classroom and what educators need for successful curricula. The evaluation project also revealed similarities in the limitations that many attendees reported in using online data. Technological barriers such as data format, bandwidth limitations, and proprietary data were all mentioned by participants regardless of professional role. This talk will discuss the barriers to and advantages of collaborations between scientists, technology specialists, and educators and the potential for this format to result in data-rich curriculum elements.

Reflections on a Technology Integration Project.

ERIC Educational Resources Information Center

Kovalik, Cindy

2003-01-01

Describes Technology-Enhanced Learning Outcomes (TELO), a grant funded by the Ohio Learning Network to help K-12 teachers integrate technology by having teams of undergraduate education students design and develop technology-enhanced instructional unites using existing curriculum topics. Presents a case study that investigated the nature and…

Reaching Out: Team AETHER

NASA Technical Reports Server (NTRS)

Murphy, Gloria A.

2010-01-01

Embry Riddle Aeronautical University's Daytona Beach Campus Lunabotics Team took the opportunity to share the love of space, engineering and technology through the educational outreach portion of the competition. Through visits to elementary schools and high schools, and through support of science fairs and robotics competitions, younger generations were introduced to space, engineering and robotics. This report documents the outreach activities of team Aether.

Office Space: How Will Technology Affect the Education Office Environment?

ERIC Educational Resources Information Center

Day, C. William

2009-01-01

The office environment 10 years from now will be different from the one today. More office personnel will be organized around processes rather than functions. More work activities will be done by teams rather than individuals, and those teams will change over time, as will the nature of the work projects and the people who constitute the team. The…

The twelfth annual Intelligent Ground Vehicle Competition: team approaches to intelligent vehicles

NASA Astrophysics Data System (ADS)

Theisen, Bernard L.; Maslach, Daniel

2004-10-01

The Intelligent Ground Vehicle Competition (IGVC) is one of three, unmanned systems, student competitions that were founded by the Association for Unmanned Vehicle Systems International (AUVSI) in the 1990s. The IGVC is a multidisciplinary exercise in product realization that challenges college engineering student teams to integrate advanced control theory, machine vision, vehicular electronics, and mobile platform fundamentals to design and build an unmanned system. Both U.S. and international teams focus on developing a suite of dual-use technologies to equip ground vehicles of the future with intelligent driving capabilities. Over the past 12 years, the competition has challenged undergraduate, graduate and Ph.D. students with real world applications in intelligent transportation systems, the military and manufacturing automation. To date, teams from over 43 universities and colleges have participated. This paper describes some of the applications of the technologies required by this competition and discusses the educational benefits. The primary goal of the IGVC is to advance engineering education in intelligent vehicles and related technologies. The employment and professional networking opportunities created for students and industrial sponsors through a series of technical events over the three-day competition are highlighted. Finally, an assessment of the competition based on participant feedback is presented.

National Aeronautics and Space Administration technology application team program

NASA Technical Reports Server (NTRS)

1972-01-01

Contracts are reported between the RTI TATeam and the National Aeronautics and Space Administration (NASA), the Environmental Protection Agency (EPA), and other governmental, educational, and industrial organizations participating in NASA's Technology Utilization Program.

Taking Control.

ERIC Educational Resources Information Center

Arnold, David

1997-01-01

The Lowell, Massachusetts, district technology administrator and team have assumed responsibility for determining the requirements for technology and establishing the specifications and selection of equipment. Joint discussions with the architect are held to develop appropriate infrastructure and educational spaces. (MLF)

Early Childhood Teacher Preparation: A Tale of Authors and Multimedia, A Model of Technology Integration Described.

ERIC Educational Resources Information Center

Wetzel, Keith; McLean, S. V.

1997-01-01

Describes collaboration of two teacher educators, one in early childhood language arts and one in computers in education. Discusses advantages and disadvantages and extensions of this model, including how a college-wide survey revealed that students in teamed courses are better prepared to teach and learn with technology. (DR)

Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

ERIC Educational Resources Information Center

Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

2012-01-01

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

Reflective Course Design: An Interplay between Pedagogy and Technology in a Language Teacher Education Course

ERIC Educational Resources Information Center

Firdyiwek, Yitna; Scida, Emily E.

2014-01-01

This study reports on a sequence of iterative redesigns of a graduate-level foreign language teacher education course. The study describes the interplay between technology and pedagogy that resulted in important curricular changes, from a focus on individual to social and then holistic reflection. Using a team-based design model, instructional…

A Comparative Analysis of Geography Education: International Samples and Turkey

ERIC Educational Resources Information Center

Incekara, Suleyman

2010-01-01

In today's world, the developments being experienced in geography education are focusing on issues like the following: integrating technology into geography courses, placing a comprehensive and integrative perspective regarding geography into the curriculum, stressing independent learning and team-learning simultaneously, educating students to…

Design and Implementation of an Interdisciplinary Marketing/Management Course on Technology and Innovation Management

ERIC Educational Resources Information Center

Athaide, Gerard A.; Desai, Harsha B.

2005-01-01

Given increasing industry demand for integrative learning, marketing curricula need to emphasize interdisciplinary approaches to teaching. Although team teaching is a useful method for achieving cross-functional integration, there are very few frameworks for effectively implementing team teaching. Consequently, marketing educators seeking to offer…

Interdisciplinary Team Education Promotes Innovations in the Home Care of Older People

ERIC Educational Resources Information Center

Pitkälä, Kaisu H.; Finne-Soveri, Harriet; Immonen, Susanna; Lehti, Tuuli; Tiilikainen, Ida; Vesterinen, Teppo; Saarinen, Esa

2018-01-01

This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students…

Leading Game-Simulation Development Teams: Enabling Collaboration with Faculty Experts

ERIC Educational Resources Information Center

Aleckson, Jon D.

2010-01-01

This study explored how educational technology development leaders can facilitate increased collaboration between the instructional design and development team and faculty member experts when developing games and simulations. A qualitative, case study method was used to analyze interviews and documents, and Web postings related specifically to…

Student Record Automating Using Desktop Computer Technologies.

ERIC Educational Resources Information Center

Almerico, Gina M.; Baker, Russell K.; Matassini, Norma

Teacher education programs nationwide are required by state and federal governments to maintain comprehensive student records of all current and graduated students in their programs. A private, mid-sized university established a faculty team to analyze record-keeping procedures to comply with these government requirements. The team's mandate was…

Assistive Technology for Preschoolers with Disabilities: Collected Resources. The Preschool Technology Training Team Project.

ERIC Educational Resources Information Center

Children's Hospital Medical Center of Akron, OH.

The Preschool Technology Training Project was designed to develop and demonstrate a regional training model on the applications of assistive technology for preschoolers with disabilities. The goal of the training was to enable preschool special education teachers, related services personnel, and parents of young children with disabilities to…

How Undergraduate Students Use Social Media Technologies to Support Group Project Work

ERIC Educational Resources Information Center

McAliney, Peter J.

2013-01-01

Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work. Given the emergence of social media technologies, I examined…

Faculty Collaboration on Multidisciplinary Web-Based Education.

ERIC Educational Resources Information Center

Saad, Ashraf; Uskov, Vladimir L.; Cedercreutz, Kettil; Geonetta, Sam; Spille, Jack; Abel, Dick

In 1998, faculty members at the University of Cincinnati started a project as an interdepartmental collaboration to investigate the use of World Wide Web-based instructional (WBI) tools. The project team included representatives from various areas such as information engineering technology, mechanical engineering technology, chemical technology,…

The librarian as a member of the education department team: using web 2.0 technologies to improve access to education materials and information.

PubMed

Egan, Laurel

2012-01-01

The part-time solo librarian at St. James Healthcare in Butte, Montana, serves physicians, staff, patients, and other health care professionals in the area. The library is part of the Education Department within the hospital's organizational structure. Recent developments have expanded the requirements of the Education Department, creating new challenges. The librarian is a member of the team developing solutions to the many ways that continuing education needs have to be met for the staff and physicians. A free website that houses education information and material is one of the projects that has been created and is maintained by the librarian.

A new model for graduate education and innovation in medical technology.

PubMed

Yazdi, Youseph; Acharya, Soumyadipta

2013-09-01

We describe a new model of graduate education in bioengineering innovation and design- a year long Master's degree program that educates engineers in the process of healthcare technology innovation for both advanced and low-resource global markets. Students are trained in an iterative "Spiral Innovation" approach that ensures early, staged, and repeated examination of all key elements of a successful medical device. This includes clinical immersion based problem identification and assessment (at Johns Hopkins Medicine and abroad), team based concept and business model development, and project planning based on iterative technical and business plan de-risking. The experiential, project based learning process is closely supported by several core courses in business, design, and engineering. Students in the program work on two team based projects, one focused on addressing healthcare needs in advanced markets and a second focused on low-resource settings. The program recently completed its fourth year of existence, and has graduated 61 students, who have continued on to industry or startups (one half), additional graduate education, or medical school (one third), or our own Global Health Innovation Fellowships. Over the 4 years, the program has sponsored 10 global health teams and 14 domestic/advanced market medtech teams, and launched 5 startups, of which 4 are still active. Projects have attracted over US$2.5M in follow-on awards and grants, that are supporting the continued development of over a dozen projects.

Evaluation of Usage of Information Diagnostic Technology in Family and General Medicine

PubMed Central

Sivic, Suad; Masic, Izet; Zunic, Lejla; Huseinagic, Senad

2010-01-01

Summary Introduction: In recent decades, the development and improvement of technology is rapidly advancing. The development of science, new materials, information technology, new procedures and other modern achievements were his first confirmation sought to improve living conditions, particularly in achieving better health conditions. In an effort to improve living conditions, solve the problem of severe diseases and to facilitate treatment, new technologies, almost always find its first application in medicine. In such conditions of general pressure of new modern technologies, health professionals often succumb to uncritically use these technologies. Methodology: Analyzing data collected from 30,000 research papers that have done 30 doctors of family medicine and 30 doctors of general medicine, and from interviews conducted with all 60 doctors who participated in the research. Results: a) Teams of family medicine have a significantly higher professional education, and it should be noted that there was no significant difference in length of service of employees; b) Teams of family medicine have significantly less committed population on which the care; c) Teams of family medicine in an average have fewer visits per day than the teams in general medicine; d) Information diagnostic technologies are more accessible to family medicine teams. Conclusion: It is necessary to introduce a technology assessment as a standard scientific methods in decision making and the creation of the health system. In fact, it is necessary to establish and enable institutions to assess health technologies and join the developed world in creating better health care. PMID:24493985

External Feedback for Educational Research: What Should We Ask?

ERIC Educational Resources Information Center

Sutton, John T.; Mitchell, Arlene; Callow-Heusser, Catherine; Culbertson, Michael J.; Espel, Emma; Weston-Sementelli, Jennifer

2016-01-01

This paper provides insights into the evaluation of educational research in order to strengthen research projects and increase the quality of evidence about what works to improve student learning from the lens of science, technology, engineering, and mathematics (STEM) education. In particular, TEAMS hopes this publication will increase the…

The 13 th Annual Intelligent Ground Vehicle Competition: intelligent ground vehicles created by intelligent teams

NASA Astrophysics Data System (ADS)

Theisen, Bernard L.

2005-10-01

The Intelligent Ground Vehicle Competition (IGVC) is one of three, unmanned systems, student competitions that were founded by the Association for Unmanned Vehicle Systems International (AUVSI) in the 1990s. The IGVC is a multidisciplinary exercise in product realization that challenges college engineering student teams to integrate advanced control theory, machine vision, vehicular electronics, and mobile platform fundamentals to design and build an unmanned system. Teams from around the world focus on developing a suite of dual-use technologies to equip ground vehicles of the future with intelligent driving capabilities. Over the past 13 years, the competition has challenged undergraduate, graduate and Ph.D. students with real world applications in intelligent transportation systems, the military and manufacturing automation. To date, teams from over 50 universities and colleges have participated. This paper describes some of the applications of the technologies required by this competition and discusses the educational benefits. The primary goal of the IGVC is to advance engineering education in intelligent vehicles and related technologies. The employment and professional networking opportunities created for students and industrial sponsors through a series of technical events over the three-day competition are highlighted. Finally, an assessment of the competition based on participant feedback is presented.

11th Annual Intelligent Ground Vehicle Competition: team approaches to intelligent driving and machine vision

NASA Astrophysics Data System (ADS)

Theisen, Bernard L.; Lane, Gerald R.

2003-10-01

The Intelligent Ground Vehicle Competition (IGVC) is one of three, unmanned systems, student competitions that were founded by the Association for Unmanned Vehicle Systems International (AUVSI) in the 1990's. The IGVC is a multidisciplinary exercise in product realization that challenges college engineering student teams to integrate advanced control theory, machine vision, vehicular electronics, and mobile platform fundamentals to design and build an unmanned system. Both the U.S. and international teams focus on developing a suite of dual-use technologies to equip ground vehicles of the future with intelligtent driving capabilities. Over the past 11 years, the competition has challenged both undergraduates and graduates, including Ph.D. students with real world applications in intelligent transportation systems, the military, and manufacturing automation. To date, teams from over 40 universities and colleges have participated. In this paper, we describe some of the applications of the technologies required by this competition, and discuss the educational benefits. The primary goal of the IGVC is to advance engineering education in intelligent vehicles and related technologies. The employment and professional networking opportunities created for students and industrial sponsors through a series of technical events over the three-day competition are highlighted. Finally, an assessment of the competition based on participant feedback is presented.

Getting to the Heart of Technology Integration: Virginia's Instructional Technology Resource Teacher Program

ERIC Educational Resources Information Center

Coffman, Teresa

2009-01-01

For many states, it's been a long struggle to fund positions dedicated to helping schools integrate technology. But in Virginia, thanks to the state's forward thinking educational leaders and lawmakers, every school division has its own team of technology-integration specialists. It started with the No Child Left Behind Act of 2001 and the…

Australian DefenceScience. Volume 13, Number 2, Winter

DTIC Science & Technology

2005-01-01

has been marketing the OAVD technology through its Business and Commercialisation Office (BCO). Marcus Belder, Technology Commercialisation Manager...for ADF organisational structures, and training and education initiatives.” The inquiry process As one line of inquiry, the team has been carrying

Technological Imperatives: Using Computers in Academic Debate.

ERIC Educational Resources Information Center

Ticku, Ravinder; Phelps, Greg

Intended for forensic educators and debate teams, this document details how one university debate team, at the University of Iowa, makes use of computer resources on campus to facilitate storage and retrieval of information useful to debaters. The introduction notes the problem of storing and retrieving the amount of information required by debate…

[The model program of psycho-social treatment and staff training].

PubMed

Ikebuchi, Emi

2012-01-01

The model program of psycho-social treatment and staff training were reported in this issue. The mission of model program is supporting recovery of persons with mental illness and their family as well as empowering their hope and sense of values. The personal support specialists belonging to multi-disciplinary team have responsibility to support life-long process of recovery across hospitalization, out-patients clinic, day treatment, and outreach service. The shared value of multi-disciplinary team (the community life supporting team) is recovery so that the team renders self directive life, various alternatives of their lives, and peer group with models of recovery to persons with mental illness. There should be several technologies which are used in the team such as engagement, psycho-education, cognitive-behavior therapy, care-management, cooperating with other resources. The responsibility, assessment and evaluation techniques, guarantee of opportunities for training, and auditing system of the team and process of treatment are important factors to educate team staff. Raising effective multi-disciplinary team requires existence of a mentor or good model near the team.

Learning Specific Content in Technology Education: Learning Study as a Collaborative Method in Swedish Preschool Class Using Hands-On Material

ERIC Educational Resources Information Center

Kilbrink, Nina; Bjurulf, Veronica; Blomberg, Ingela; Heidkamp, Anja; Hollsten, Ann-Christin

2014-01-01

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study…

Tools for Tomorrow's Science and Technology Workforce: MATE's 2006 ROV Competition Sets Students' Sights on Ocean Observing Systems

NASA Technical Reports Server (NTRS)

Zande, Jill; Meeson, Blanche; Cook, Susan; Matsumoto, George

2006-01-01

Teams participating in the 2006 ROV competition organized by the Marine Advanced Technology Education (MATE) Center and the Marine Technology Society's (MTS) ROV Committee experienced first-hand the scientific and technical challenges that many ocean scientists, technicians, and engineers face every day. The competition tasked more than 1,000 middle and high school, college, and university students from Newfoundland to Hong Kong with designing and building ROVs to support the next generation of ocean observing systems. Teaming up with the National Office for Integrated and Sustained Ocean Observations, Ocean. US, and the Ocean Research Interactive Observatory Networks (ORION) Program, the competition highlighted ocean observing systems and the careers, organizations, and technologies associated with ocean observatories. The student teams were challenged to develop vehicles that can deploy, install, and maintain networks of instruments as well as to explore the practical applications and the research questions made possible by observing systems.

Information Technology Team Projects in Higher Education: An International Viewpoint

ERIC Educational Resources Information Center

Lynch, Kathy; Heinze, Aleksej; Scott, Elsje

2007-01-01

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared…

Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care

ERIC Educational Resources Information Center

Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary

2018-01-01

Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…

Inventing our future: training the next generation of surgeon innovators.

PubMed

Krummel, Thomas M; Gertner, Michael; Makower, Josh; Milroy, Craig; Gurtner, Geoff; Woo, Russell; Riskin, Daniel J; Binyamin, Gary; Connor, Jessica Anne; Mery, Carlos M; Shafi, Bilal M; Yock, Paul G

2006-11-01

Current surgical care and technology has evolved over the centuries from the interplay between creative surgeons and new technologies. As both fields become more specialized, that interplay is threatened. A 2-year educational fellowship is described which teaches both the process and the discipline of medical/surgical device innovation. Multi-disciplinary teams (surgeons, engineers, business grads) are assembled to educate a generation of translators, who can bridge the gap between scientific and technologic advances and the needs of the physician and the patient.

Strategic Plan. Volume 2

NASA Technical Reports Server (NTRS)

2002-01-01

The Mission of the NSBRI will be to lead a National effort for accomplishing the integrated, critical path, biomedical research necessary to support the long term human presence, development, and exploration of space and to enhance life on Earth by applying the resultant advances in human knowledge and technology acquired through living and working in space. To carry out this mission, the NSBRI focuses its activities on three Strategic Programs: Strategic Program 1: Countermeasure Research Strategic Program 2: Education, Training and Outreach Strategic Program 3: Cooperative Research and Development. This document contains the detailed Team Strategic Plans for the 11 research teams focused on Strategic Program 1, and the Education and Outreach Team focused on Strategic Program 2. There is overlap and integration among the Programs and Team Strategic Plans, as described in each of the Plans.

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2011 CFR

2011-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2013 CFR

2013-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2012 CFR

2012-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2010 CFR

2010-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2014 CFR

2014-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

The Woodlands, Texas.

ERIC Educational Resources Information Center

McHaney, Larry J.; Bernhardt, Jerry

1988-01-01

The authors describe the "central project" concept for implementing technology education while addressing education reform. The central project is a topic around which students, teachers, administrators, and the community focus their energies as a team. At McCullough High School (Texas), the central project involved design and…

A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

NASA Technical Reports Server (NTRS)

Graff, Paige Valderrama; Stefanov, William L.; Willis, Kim; Runco, Susan; McCollum, Tim; Lindgren, Charles F.; Baker, Marshalyn; Mailhot, Michele

2011-01-01

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.; McCollum, T.; Lindgren, C. F.; Baker, M.; Mailhot, M.

2011-12-01

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

Realization of a Desired Future: Innovation in Education

ERIC Educational Resources Information Center

Findikoglu, Fuat; Ilhan, Dilek

2016-01-01

Today and tomorrow, the world needs individuals who can manipulate critical and creative thinking skills to solve problems as a team. With technology, the way knowledge is obtained, constructed and communicated have completely transformed and altered. When it comes to education, it is a matter of question whether education is capable of creating…

Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Sjoer, Ellen; Meirink, Jacobiene

2016-01-01

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

An Examination of the Relationship among Structure, Trust, and Conflict Management Styles in Virtual Teams

ERIC Educational Resources Information Center

Liu, Xiaojing; Magjuka, Richard J.; Lee, Seung-hee

2008-01-01

The emergence of new technologies has made it increasingly easy for distributed collaboration in both educational and noneducational settings. Although the effectiveness in traditional settings of the dynamics of small group work has been widely researched, there is limited research that offers evidence on how teams can work effectively in a…

Providing Immediate Feedback to Co-Teachers through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms

ERIC Educational Resources Information Center

Scheeler, Mary Catherine; Congdon, Marissa; Stansbery, Sam

2010-01-01

More children with special needs are educated in general education classrooms than ever before. Ideally, special education and general education teachers work together in these settings as instructional teams, but a "one teaching, one assisting" model is often in place with the special education teacher assuming a subordinate role. As such, the…

Interface between Education and State Policy: Australia. Asia and the Pacific Programme of Educational Innovation for Development, Education and Polity, No. 2.

ERIC Educational Resources Information Center

Hughes, Phillip; And Others

One of seven studies in the "Education and Polity" series, this document looks at alternative futures and the interface of education with four areas: communication; employment and leisure; state policy; and technology. The studies were commissioned during 1984 and were conducted by interdisciplinary teams: two in Australia, two in India,…

Recruiting and retaining mental health professionals to rural communities: an interdisciplinary course in Appalachia.

PubMed

Meyer, Deborah; Hamel-Lambert, Jane; Tice, Carolyn; Safran, Steven; Bolon, Douglas; Rose-Grippa, Kathleen

2005-01-01

Faculty from 5 disciplines (health administration, nursing, psychology, social work, and special education) collaborated to develop and teach a distance-learning course designed to encourage undergraduate and graduate students to seek mental health services employment in rural areas and to provide the skills, experience, and knowledge necessary for successful rural practice. The primary objectives of the course, developed after thorough review of the rural retention and recruitment literature, were to (1) enhance interdisciplinary team skills, (2) employ technology as a tool for mental health practitioners, and (3) enhance student understanding of Appalachian culture and rural mental health. Didactic instruction emphasized Appalachian culture, rural mental health, teamwork and communication, professional ethics, and technology. Students were introduced to videoconferencing, asynchronous and synchronous communication, and Internet search tools. Working in teams of 3 or 4, students grappled with professional and cultural issues plus team process as they worked through a hypothetical case of a sexually abused youngster. The course required participants to engage in a nontraditional manner by immersing students in Web-based teams. Student evaluations suggested that teaching facts or "content" about rural mental health and Appalachian culture was much easier than the "process" of using new technologies or working in teams. Given that the delivery of mental health care demands collaboration and teamwork and that rural practice relies increasingly more on the use of technology, our experience suggests that more team-based, technology-driven courses are needed to better prepare students for clinical practice.

Automation Technology in Elementary Technology Education.

ERIC Educational Resources Information Center

Hiltunen, Jukka; Jarvinen, Esa-Matti

2000-01-01

Finnish fifth-graders (n=20) and sixth-graders (n=23) worked in teams in a Lego/Logo-Control Lab to complete Lego design activities. Observations showed that they became familiar with automation technology but their skills were not always up to their ideas. Activities based on real-life situations gave them ownership and engaged them in learning.…

Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

ERIC Educational Resources Information Center

Okoro, Ephraim A.; Hausman, Angela; Washington, Melvin C.

2012-01-01

Digital communication increases students' learning outcomes in higher education. Web 2.0 technologies encourages students' active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids…

The Systems and Global Engineering Project

ERIC Educational Resources Information Center

Harms, Henry; Janosz, David A., Jr.; Maietta, Steve

2010-01-01

This article describes the Systems and Global Engineering (SAGE) Project in which students collaborate with others from around the world to model solutions to some of today's most significant global problems. Stevens Institute of Technology and the New Jersey Technology Education Association (NJTEA) have teamed up to develop innovative…

Going with the Technology Flow

ERIC Educational Resources Information Center

Patton, Madeline

2017-01-01

In the age of ubiquitous and constantly evolving technologies, decisions about what to buy, when and how to deploy digital innovations work best when community colleges use systematic, team approaches. In this article, digital education leaders of Walters State Community College (Morristown, Tennessee), Kirkwood Community College (Cedar Rapids,…

Theoretically-Driven Infrastructure for Supporting Healthcare Teams Training at a Military Treatment Facility

NASA Technical Reports Server (NTRS)

Turner, Robert T.; Parodi, Andrea V.

2011-01-01

The Team Resource Center (TRC) at Naval Medical Center Portsmouth (NMCP) currently hosts a tri-service healthcare teams training course three times annually . The course consists of didactic learning coupled with simulation exercises to provide an interactive educational experience for healthcare professionals. The course is also the foundation of a research program designed to explore the use of simulation technologies for enhancing team training and evaluation. The TRC has adopted theoretical frameworks for evaluating training readiness and efficacy, and is using these frameworks to guide a systematic reconfiguration of the infrastructure supporting healthcare teams training and research initiatives at NMCP.

The 21st annual intelligent ground vehicle competition: robotists for the future

NASA Astrophysics Data System (ADS)

Theisen, Bernard L.

2013-12-01

The Intelligent Ground Vehicle Competition (IGVC) is one of four, unmanned systems, student competitions that were founded by the Association for Unmanned Vehicle Systems International (AUVSI). The IGVC is a multidisciplinary exercise in product realization that challenges college engineering student teams to integrate advanced control theory, machine vision, vehicular electronics and mobile platform fundamentals to design and build an unmanned system. Teams from around the world focus on developing a suite of dual-use technologies to equip ground vehicles of the future with intelligent driving capabilities. Over the past 21 years, the competition has challenged undergraduate, graduate and Ph.D. students with real world applications in intelligent transportation systems, the military and manufacturing automation. To date, teams from over 80 universities and colleges have participated. This paper describes some of the applications of the technologies required by this competition and discusses the educational benefits. The primary goal of the IGVC is to advance engineering education in intelligent vehicles and related technologies. The employment and professional networking opportunities created for students and industrial sponsors through a series of technical events over the fourday competition are highlighted. Finally, an assessment of the competition based on participation is presented.

The 20th annual intelligent ground vehicle competition: building a generation of robotists

NASA Astrophysics Data System (ADS)

Theisen, Bernard L.; Kosinski, Andrew

2013-01-01

The Intelligent Ground Vehicle Competition (IGVC) is one of four, unmanned systems, student competitions that were founded by the Association for Unmanned Vehicle Systems International (AUVSI). The IGVC is a multidisciplinary exercise in product realization that challenges college engineering student teams to integrate advanced control theory, machine vision, vehicular electronics and mobile platform fundamentals to design and build an unmanned system. Teams from around the world focus on developing a suite of dual-use technologies to equip ground vehicles of the future with intelligent driving capabilities. Over the past 20 years, the competition has challenged undergraduate, graduate and Ph.D. students with real world applications in intelligent transportation systems, the military and manufacturing automation. To date, teams from over 80 universities and colleges have participated. This paper describes some of the applications of the technologies required by this competition and discusses the educational benefits. The primary goal of the IGVC is to advance engineering education in intelligent vehicles and related technologies. The employment and professional networking opportunities created for students and industrial sponsors through a series of technical events over the four-day competition are highlighted. Finally, an assessment of the competition based on participation is presented.

Graduating STEM Competent and Confident Teachers: The Creation of a STEM Certificate for Elementary Education Majors

ERIC Educational Resources Information Center

Murphy, Tony P.; Mancini-Samuelson, Gina J.

2012-01-01

A collaborative of STEM (science, technology, engineering, and mathematics) and education faculty developed a STEM certificate aimed at elementary education majors. A four-phase process model was used to create and evaluate courses. The certificate is comprised of three interdisciplinary, team-taught, lab-based courses: Environmental Biology,…

Between Arabic and French in the Israeli Education System: Acquisition of Cosmopolitan Capital in a Conflict-Ridden Society

ERIC Educational Resources Information Center

Yemini, Miri; Bar-Netz, Natali

2015-01-01

In the era of globalization, educational systems are forced to react and globalize through schools' content and context. Among other 21st-century capabilities such as information technology use, team work, and entrepreneurship, multilingual competence has been placed among the objectives of education systems in many developed and developing…

Avatars Go to Class: A Virtual Environment Soil Science Activity

ERIC Educational Resources Information Center

Mamo, M.; Namuth-Covert, D.; Guru, A.; Nugent, G.; Phillips, L.; Sandall, L.; Kettler, T.; McCallister, D.

2011-01-01

Web 2.0 technology is expanding rapidly from social and gaming uses into the educational applications. Specifically, the multi-user virtual environment (MUVE), such as SecondLife, allows educators to fill the gap of first-hand experience by creating simulated realistic evolving problems/games. In a pilot study, a team of educators at the…

Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2016-01-01

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

Current concepts in simulation-based trauma education.

PubMed

Cherry, Robert A; Ali, Jameel

2008-11-01

The use of simulation-based technology in trauma education has focused on providing a safe and effective alternative to the more traditional methods that are used to teach technical skills and critical concepts in trauma resuscitation. Trauma team training using simulation-based technology is also being used to develop skills in leadership, team-information sharing, communication, and decision-making. The integration of simulators into medical student curriculum, residency training, and continuing medical education has been strongly recommended by the American College of Surgeons as an innovative means of enhancing patient safety, reducing medical errors, and performing a systematic evaluation of various competencies. Advanced human patient simulators are increasingly being used in trauma as an evaluation tool to assess clinical performance and to teach and reinforce essential knowledge, skills, and abilities. A number of specialty simulators in trauma and critical care have also been designed to meet these educational objectives. Ongoing educational research is still needed to validate long-term retention of knowledge and skills, provide reliable methods to evaluate teaching effectiveness and performance, and to demonstrate improvement in patient safety and overall quality of care.

High-performance teams and the physician leader: an overview.

PubMed

Majmudar, Aalap; Jain, Anshu K; Chaudry, Joseph; Schwartz, Richard W

2010-01-01

The complexity of health care delivery within the United States continues to escalate in an exponential fashion driven by an explosion of medical technology, an ever-expanding research enterprise, and a growing emphasis on evidence-based practices. The delivery of care occurs on a continuum that spans across multiple disciplines, now requiring complex coordination of care through the use of novel clinical teams. The use of teams permeates the health care industry and has done so for many years, but confusion about the structure and role of teams in many organizations contributes to limited effectiveness and suboptimal outcomes. Teams are an essential component of graduate medical education training programs. The health care industry's relative lack of focus regarding the fundamentals of teamwork theory has contributed to ineffective team leadership at the physician level. As a follow-up to our earlier manuscripts on teamwork, this article clarifies a model of teamwork and discusses its application to high-performance teams in health care organizations. Emphasized in this discussion is the role played by the physician leader in ensuring team effectiveness. By educating health care professionals on the fundamentals of high-performance teamwork, we hope to stimulate the development of future physician leaders who use proven teamwork principles to achieve the goals of trainee education and excellent patient care. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Assistive Technology and Literacy Partnerships

ERIC Educational Resources Information Center

Gillette, Yvonne

2006-01-01

Assistive technology (AT) has the potential to support the literacy skills of students with disabilities as they participate in the general education curriculum. Empirical evidence is presented to support the use of AT, at least for some students. A case study interwoven within the article illustrates team decision-making regarding software and…

Trends in U.S. Engineering and Engineering Technology: A Comparative Study of Admissions, Curricula, and Employment.

ERIC Educational Resources Information Center

Lebold, W. K.; Lebold, D. J.

1985-01-01

Discusses the admissions selection practices, educational programs, quality standards, and employment characteristics of engineering and engineering technology in the United States. The importance of these two occupations as part of technical teams (which include scientists and technicians) is documented and stressed. (JN)

Teaming with Opportunity: Media Programs, Community Constituencies, and Technology.

ERIC Educational Resources Information Center

Farmer, Lesley S. J.

This book is intended to help library media teachers understand the nature of partnerships at both individual and group levels. It details the steps for developing and maintaining partnerships, particularly with groups and demonstrates how technology can affect these educational collaborative efforts. The chapters cover the following topics: (1)…

About Hearing

MedlinePlus

... On-site Training On-line Learning Webcasts Research Public Input Research Agenda Projects Researchers and Educators About Us Strategic Plan Annual Report Leadership Team Our Demonstration Schools Gallaudet University Info to Go ASL Assistive Technology ...

Building Bridges Symposium: Linking the Disciplines during Pre-Service Teacher Education.

ERIC Educational Resources Information Center

McBride, Lawrence, Ed.

This program presents units of instruction by inter-disciplinary teams of preservice teacher education students showcasing student developed curriculum integration ideas. Lessons integrate the areas of social studies, language arts, business, science, industrial technology, and health. Presented in four sessions, Session 1 includes the following:…

Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice

ERIC Educational Resources Information Center

Cicco, Gina

2012-01-01

This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in…

Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

PubMed

Stotz, Sarah; Lee, Jung Sun

2018-01-01

The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Implementing augmentative and alternative communication in inclusive educational settings: a case study.

PubMed

Stoner, Julia B; Angell, Maureen E; Bailey, Rita L

2010-06-01

The purpose of this study was to describe a single case of augmentative and alternative communication (AAC) implementation. Case study methodology was used to describe the perspectives of educational team members regarding AAC implementation for Joey, a high school junior with athetoid cerebral palsy. Benefits included greater intelligibility for Joey and subsequent comfort of the staff. Facilitators of Joey's AAC system use included the team's student-focused disposition and willingness to implement use of the device, Joey's increased intelligibility, peers' acceptance of the technology, and the resulting increase in Joey's socialization. Limited team cohesiveness, problem solving, and communication were the true barriers in this case. Implications of these facilitators and barriers are discussed and recommendations for school-based AAC implementation are made.

Enabling appropriate personnel skill-mix for progressive realization of equitable access to assistive technology.

PubMed

Smith, Emma M; Gowran, Rosemary Joan; Mannan, Hasheem; Donnelly, Brian; Alvarez, Liliana; Bell, Diane; Contepomi, Silvana; Ennion Wegner, Liezel; Hoogerwerf, Evert-Jan; Howe, Tracey; Jan, Yih-Kuen; Kagwiza, Jeanne; Layton, Natasha; Ledgerd, Ritchard; MacLachlan, Malcolm; Oggero, Giulia; Pettersson, Cecilia; Pousada, Thais; Scheffler, Elsje; Wu, Sam

2018-05-17

This paper reviews the current capacity of personnel in enabling access to assistive technology (AT) as well as the systems and processes within which they work, and was reviewed, discussed, and refined during and following the Global Research, Innovation, and Education in Assistive Technology (GREAT) Summit. Key concepts addressed include a person-centred team approach; sustainability indicators to monitor, measure, and respond to needs for service design and delivery; education, research, and training for competent practice, using the six rehab-workforce challenges framework; and credentialing frameworks. We propose development of a competence framework and associated education and training programs, and development and implementation of a certification framework for AT personnel. There is a resolve to address the challenges faced by People globally to access assistive technology. Context specific needs assessment is required to understand the AT Personnel landscape, to shape and strengthen credentialing frameworks through competencies and certification, acknowledging both general and specific skill mix requirements. Implications for Rehabilitation Personnel in assistive technology (AT) provision should be trained using a person-centred team approach, which emphasizes appropriate skill-mix to address multiple needs within the community. Sustainability indicators should be used which allow personnel to monitor, measure and respond to needs for service design and delivery. A competence framework with associated education and training program, coupled with the development and implementation of a certification framework for AT personnel needs, will promote quality in AT personnel training globally.

Four Professors, Three Universities, Two Modes of Technology, and One Eighth Grade Classroom: Collaboration in Middle Level Teacher Education

ERIC Educational Resources Information Center

Howell, Penny B.; Rintamaa, Margaret; Faulkner, Shawn; DiCicco, Mike

2017-01-01

This article focuses on four university teacher educators across three mid-western institutions working together to collaborate and develop a shared understanding of practice in middle level teacher education while modeling a team approach to teaching and learning. Three institutions, University of Louisville (UL), University of Kentucky (UK), and…

The New Digital Advance Team--America's K-12 Students Leading the Way to Transforming Learning with 21st Century Technology Tools. Selected National Findings: Speak Up 2008 for Students, Teachers, Parents and Administrators

ERIC Educational Resources Information Center

Project Tomorrow, 2009

2009-01-01

Since 2003, the Speak Up National Research Project has collected and shared the ideas and views of more than 1.5 million K-12 students, teachers, parents and administrators on education and technology. This dataset provides national education leaders and policy makers with the largest collection of authentic, unfiltered stakeholder feedback to…

Team climate and attitudes toward information and communication technology among nurses on acute psychiatric wards.

PubMed

Koivunen, Marita; Anttila, Minna; Kuosmanen, Lauri; Katajisto, Jouko; Välimäki, Maritta

2015-01-01

Objectives: To describe the association of team climate with attitudes toward information and communication technology among nursing staff working on acute psychiatric wards. Background: Implementation of ICT applications in nursing practice brings new operating models to work environments, which may affect experienced team climate on hospital wards. Method: Descriptive survey was used as a study design. Team climate was measured by the Finnish modification of the Team Climate Inventory, and attitudes toward ICT by Burkes' questionnaire. The nursing staff (N = 181, n = 146) on nine acute psychiatric wards participated in the study. Results: It is not self-evident that experienced team climate associates with attitudes toward ICT, but there are some positive relationships between perceived team climate and ICT attitudes. The study showed that nurses' motivation to use ICT had statistically significant connections with experienced team climate, participative safety (p = 0.021), support for innovation (p = 0.042) and task orientation (p = 0.042). Conclusion: The results suggest that asserting team climate and supporting innovative operations may lead to more positive attitudes toward ICT. It is, in particular, possible to influence nurses' motivation to use ICT. More attention should be paid to psychosocial factors such as group education and co-operation at work when ICT applications are implemented in nursing.

Measuring team-based interprofessional education outcomes in clinical dentistry: psychometric evaluation of a new scale at an Australian dental school.

PubMed

Storrs, Mark J; Alexander, Heather; Sun, Jing; Kroon, Jeroen; Evans, Jane L

2015-03-01

Previous research on interprofessional education (IPE) assessment has shown the need to evaluate the influence of team-based processes on the quality of clinical education. This study aimed to develop a valid and reliable instrument to evaluate the effectiveness of interprofessional team-based treatment planning (TBTP) on the quality of clinical education at the Griffith University School of Dentistry and Oral Health, Queensland, Australia. A scale was developed and evaluated to measure interprofessional student team processes and their effect on the quality of clinical education for dental, oral health therapy, and dental technology students (known more frequently as intraprofessional education). A face validity analysis by IPE experts confirmed that items on the scale reflected the meaning of relevant concepts. After piloting, 158 students (61% response rate) involved with TBTP participated in a survey. An exploratory factor analysis using the principal component method retained 23 items with a total variance of 64.6%, suggesting high content validity. Three subscales accounted for 45.7%, 11.4%, and 7.5% of the variance. Internal consistency of the scale (α=0.943) and subscales 1 (α=0.953), 2 (α=0.897), and 3 (α=0.813) was high. A reliability analysis yielded moderate (rs=0.43) to high correlations (0.81) with the remaining scale items. Confirmatory factor analyses verified convergent validity and confirmed that this structure had a good model fit. This study suggests that the instrument might be useful in evaluating interprofessional or intraprofessional team-based processes and their influence on the quality of clinical education in academic dental institutions.

Enhancing Classroom Performance: A Technology Design to Support the Integration of Collaborative Learning and Participative Teams

ERIC Educational Resources Information Center

Marsh, Michael T.; Taylor, Ronald; Holoviak, Stephen J.

2008-01-01

Integral components of today's successful business models frequently include information technology, effective collaboration, and participative teamwork among employees. It is in the best interest of students for educators to provide classrooms that reflect a profitable practitioner's environment. Students studying for careers in business should…

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets

ERIC Educational Resources Information Center

Rossing, Jonathan P.; Miller, Willie M.; Cecil, Amanda K.; Stamper, Suzan E.

2012-01-01

The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University--Purdue University Indianapolis (IUPUI) has…

Advancing Diagnostic Skills for Technology and Engineering Undergraduates: A Summary of the Validation Data

ERIC Educational Resources Information Center

Foster, W. Tad; Shahhosseini, A. Mehran; Maughan, George

2016-01-01

Facilitating student growth and development in diagnosing and solving technical problems remains a challenge for technology and engineering educators. With funding from the National Science Foundation, this team of researchers developed a self-guided, computer-based instructional program to experiment with conceptual mapping as a treatment to…

Collaboration through Role Play among Graduate Students in Educational Leadership in Distance Learning

ERIC Educational Resources Information Center

Howard, Barbara B.; McClannon, Terry W.; Wallace, Paul R.

2014-01-01

This project addresses the challenge of preparing educational leaders for future roles in administration in K-12 schools. Through a project-based learning scenario set in a 3-D virtual world, graduate students in school administration and instructional technology worked together in simulated school teams to develop proposals for integrating…

Bringing Environmental Sustainability to Undergraduate Engineering Education: Experiences in an Inter-Disciplinary Course

ERIC Educational Resources Information Center

Aurandt, Jennifer; Borchers, Andrew Scott; Lynch-Caris, Terri; El-Sayed, Jacqueline; Hoff, Craig

2012-01-01

This paper chronicles the development of an interdisciplinary course in environmentally conscious design at Kettering University, a technologically focused Midwestern university. Funded by the National Science Foundation, a team of six faculty members at Kettering University adapted work done by Ford Motor Company to educate undergraduate STEM…

A Time for Change: Advocating for STSE Education through Professional Learning Communities

ERIC Educational Resources Information Center

Pedretti, Erminia; Bellomo, Katherine

2013-01-01

New science curricula in Ontario position science, technology, society, and environment (STSE) objectives at the fore of all science courses. A professional learning community (PLC) consisting of 24 elementary teachers and a facilitation team was established to assist teachers in meeting the challenges of STSE education. Specifically, we examine…

Recent Research on Geometry Education: An ICME-13 Survey Team Report

ERIC Educational Resources Information Center

Sinclair, Nathalie; Bartolini Bussi, Maria G.; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay

2016-01-01

This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span…

Organizational Change, Informal Learning, and Adaptation: Emerging Trends in Training and Continuing Education.

ERIC Educational Resources Information Center

Kozlowski, Steve W. J.

1995-01-01

Trends such as technological innovation, downsizing, self-managed teams, and continuous learning imply that in continuing education technical content must be considered in the context in which skills are used. Knowledge of learning processes and workplace socialization suggests that formal training and informal learning must be integrated to…

A review of simulation-enhanced, team-based cardiopulmonary resuscitation training for undergraduate students.

PubMed

Onan, Arif; Simsek, Nurettin; Elcin, Melih; Turan, Sevgi; Erbil, Bülent; Deniz, Kaan Zülfikar

2017-11-01

Cardiopulmonary resuscitation training is an essential element of clinical skill development for healthcare providers. The International Liaison Committee on Resuscitation has described issues related to cardiopulmonary resuscitation and emergency cardiovascular care education. Educational interventions have been initiated to try to address these issues using a team-based approach and simulation technologies that offer a controlled, safe learning environment. The aim of the study is to review and synthesize published studies that address the primary question "What are the features and effectiveness of educational interventions related to simulation-enhanced, team-based cardiopulmonary resuscitation training?" We conducted a systematic review focused on educational interventions pertaining to cardiac arrest and emergencies that addressed this main question. The findings are presented together with a discussion of the effectiveness of various educational interventions. In conclusion, student attitudes toward interprofessional learning and simulation experiences were more positive. Research reports emphasized the importance of adherence to established guidelines, adopting a holistic approach to training, and that preliminary training, briefing, deliberate practices, and debriefing should help to overcome deficiencies in cardiopulmonary resuscitation training. Copyright © 2017 Elsevier Ltd. All rights reserved.

Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.

PubMed

Schlegel, Elisabeth F M; Selfridge, Nancy J

2014-05-01

Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.

Reducing OR Traffic Using Education, Policy Development, and Communication Technology.

PubMed

Esser, Jennifer; Shrinski, Keonemana; Cady, Rhonda; Belew, John

2016-01-01

A bundled approach to surgical site infection (SSI) prevention strategies includes reducing OR traffic. A nurse-led quality improvement (QI) team sought to reduce OR traffic through education and a process change that included wireless communication technology and policy development. The team measured OR traffic by counting the frequency of door openings per hour in seven surgical suites during 305 surgical procedures conducted during similar 22-week periods before and after the QI project intervention. Door openings decreased significantly (P < 0.05) from an average of 37.8 per hour to 32.8 per hour after the QI project intervention. This suggests that our multifaceted approach reduces OR traffic. The next steps of this project include analyzing automatically captured video to understand OR traffic patterns and expanding education to departments and external personnel frequently present in our surgical suites. Future research evaluating the effectiveness of this OR traffic initiative on SSI incidence is recommended. Copyright © 2016 AORN, Inc. Published by Elsevier Inc. All rights reserved.

Micro-technology for planetary exploration and education

NASA Technical Reports Server (NTRS)

Miller, David P.; Varsi, Giulio

1991-01-01

The use of combined miniaturization technology and distributed information systems in planetary exploration is discussed. Missions in which teams of microrovers collect samples from planetary surfaces are addressed, emphasizing the ability of rovers to provide coverage of large areas, reliability through redundancy, and participation of a large group of investigators. The latter could involve people from a variety of institutions, increasing the opportunity for wide education and the increased interest of society in general in space exploration. A three-phase program to develop the present approach is suggested.

Will America Fall Apart Like the Maya? Grade 7 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

McDonald, David

If a civilization as powerful and technologically advanced during its time as the Maya could disappear, can the same tragic outcome befall the United States? In this lesson, students work in teams to research the ancient Mayan civilization, specifically the circumstances of its demise. Student teams prepare a report of their findings and recommend…

The Business Engineering Surgical Technologies (BEST) teaching method: incubating talents for surgical innovation.

PubMed

de Ruijter, V; Halvax, P; Dallemagne, B; Swanström, L; Marescaux, J; Perretta, S

2015-01-01

Technological innovation in surgical science and healthcare is vital and calls for close collaboration between engineering and surgery. To meet this objective, BEST was designed as a free sustainable innovative teaching method for young professionals, combining surgery, engineering, and business in a multidisciplinary, high-quality, low-cost, and learning-by-doing philosophy. This paper reviews the initial outcomes of the program and discusses lessons learned and future directions of this innovative educational method. BEST educational method is delivered in two parts: the first component consisting of live streaming or pre-recorded online lectures, with an interdisciplinary profile focused on surgery, engineering, and business. The second component is an annual 5-day on-site course, organized at IRCAD-IHU, France. The program includes workshops in engineering, entrepreneurship team projects, and in-depth hands-on experience in laparoscopy, robotic surgery, interventional radiology, and flexible endoscopy with special emphasis on the interdisciplinary aspect of the training. A panel of surgeons, engineers, well-established entrepreneurs, and scientists assessed the team projects for potential patent application. From November 2011 till September 2013, 803 individual and institutional users from 79 different countries attended the online course. In total, 134 young professionals from 32 different countries applied to the onsite course. Sixty participants were selected each year for the onsite course. In addition, five participants were selected for a web-based team. Thirteen provisional patents were filed for the most promising projects. BEST proved to be a global talent incubator connecting students to high-quality education despite institutional and economical boundaries. Viable and innovative ideas arose from this revolutionary approach which is likely to spin-off significant technology transfer and lead the way for future interdisciplinary hybrid surgical education programs and career paths.

[Innovative educational technology in the teaching of propaedeutic of internal diseases].

PubMed

Тusupbekova, К; Bakirova, R; Nursultanova, S

2015-03-01

This article presents analysis of the results of inculcation of innovative learning technologies in teaching on propaedeutic of internal diseases which is first clinical discipline faced by medical students of the University. Credit-modular training included integration of propaedeutic of internal diseases with basic disciplines of the third year (the normal anatomy, physiology, pathological anatomy, histology, pathophysiology, visual diagnostics and pharmacology). There are 8 models on following systems: respiratory, cardiovascular, musculoskeletal, endocrine, urogenital, hematopoietic, nervous, digestive. The innovative implementation of learning technologies (Problem-based learning, clinical cases, team-oriented teaching, lectures, symposium lectures, discussions, role plays, etc.) and knowledge control (mini-clinical examination, objective structured clinical exam, comprehensive testing) help students to acquire clinical skills, team working and skills of researching work.

Is Extension Ready to Adopt Technology for Delivering Programs and Reaching New Audiences?

ERIC Educational Resources Information Center

Diem, Keith G.; Hino, Jeff; Martin, Dana; Meisenbach, Terry

2011-01-01

The Cooperative Extension System is at a crossroads regarding educational program delivery and clientele relationships in a digital age. To "help prepare counties for a future that demands increased use of technology for improving work efficiencies and expanding audience outreach," an assessment team was appointed to conduct a case study to…

Administrator Work in Leveraging Technologies for Students with Disabilities in Online Coursework

ERIC Educational Resources Information Center

Carter, Richard Allen, Jr.; Rice, Mary F.

2016-01-01

This article describes a study of online educators' use of technology as part of the accommodations they provided to students with disabilities at their school. Specifically, research focused on four teachers who were members of an interdisciplinary team in a large virtual school program, in a state with established policies regarding online…

Using Technology to Meet the Challenges of Medical Education

PubMed Central

Guze, Phyllis A.

2015-01-01

Medical education is rapidly changing, influenced by many factors including the changing health care environment, the changing role of the physician, altered societal expectations, rapidly changing medical science, and the diversity of pedagogical techniques. Changes in societal expectations put patient safety in the forefront, and raises the ethical issues of learning interactions and procedures on live patients, with the long-standing teaching method of “see one, do one, teach one” no longer acceptable. The educational goals of using technology in medical education include facilitating basic knowledge acquisition, improving decision making, enhancement of perceptual variation, improving skill coordination, practicing for rare or critical events, learning team training, and improving psychomotor skills. Different technologies can address these goals. Technologies such as podcasts and videos with flipped classrooms, mobile devices with apps, video games, simulations (part-time trainers, integrated simulators, virtual reality), and wearable devices (google glass) are some of the techniques available to address the changing educational environment. This article presents how the use of technologies can provide the infrastructure and basis for addressing many of the challenges in providing medical education for the future. PMID:26330687

Using Technology to Meet the Challenges of Medical Education.

PubMed

Guze, Phyllis A

2015-01-01

Medical education is rapidly changing, influenced by many factors including the changing health care environment, the changing role of the physician, altered societal expectations, rapidly changing medical science, and the diversity of pedagogical techniques. Changes in societal expectations put patient safety in the forefront, and raises the ethical issues of learning interactions and procedures on live patients, with the long-standing teaching method of "see one, do one, teach one" no longer acceptable. The educational goals of using technology in medical education include facilitating basic knowledge acquisition, improving decision making, enhancement of perceptual variation, improving skill coordination, practicing for rare or critical events, learning team training, and improving psychomotor skills. Different technologies can address these goals. Technologies such as podcasts and videos with flipped classrooms, mobile devices with apps, video games, simulations (part-time trainers, integrated simulators, virtual reality), and wearable devices (google glass) are some of the techniques available to address the changing educational environment. This article presents how the use of technologies can provide the infrastructure and basis for addressing many of the challenges in providing medical education for the future.

Building Efficiency Technologies by Tomorrow’s Engineers and Researchers (BETTER) Capstone. Final Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yee, Shannon

BETTER Capstone supported 29 student project teams consisting of 155 students over two years in developing transformative building energy efficiency technologies through a capstone design experience. Capstone is the culmination of an undergraduate student’s engineering education. Interdisciplinary teams of students spent a semester designing and prototyping a technological solution for a variety building energy efficiency problems. During this experience students utilized the full design process, including the manufacturing and testing of a prototype solution, as well as publically demonstrating the solution at the Capstone Design Expo. As part of this project, students explored modern manufacturing techniques and gained hands-on experiencemore » with these techniques to produce their prototype technologies. This research added to the understanding of the challenges within building technology education and engagement with industry. One goal of the project was to help break the chicken-and-egg problem with getting students to engage more deeply with the building technology industry. It was learned however that this industry is less interested in trying innovative new concept but rather interested in hiring graduates for existing conventional building efforts. While none of the projects yielded commercial success, much individual student growth and learning was accomplished, which is a long-term benefit to the public at large.« less

Education and Public Outreach at The Pavilion Lake Research Project: Fusion of Science and Education using Web 2.0

NASA Astrophysics Data System (ADS)

Cowie, B. R.; Lim, D. S.; Pendery, R.; Laval, B.; Slater, G. F.; Brady, A. L.; Dearing, W. L.; Downs, M.; Forrest, A.; Lees, D. S.; Lind, R. A.; Marinova, M.; Reid, D.; Seibert, M. A.; Shepard, R.; Williams, D.

2009-12-01

The Pavilion Lake Research Project (PLRP) is an international multi-disciplinary science and exploration effort to explain the origin and preservation potential of freshwater microbialites in Pavilion Lake, British Columbia, Canada. Using multiple exploration platforms including one person DeepWorker submersibles, Autonomous Underwater Vehicles, and SCUBA divers, the PLRP acts as an analogue research site for conducting science in extreme environments, such as the Moon or Mars. In 2009, the PLRP integrated several Web 2.0 technologies to provide a pilot-scale Education and Public Outreach (EPO) program targeting the internet savvy generation. The seamless integration of multiple technologies including Google Earth, Wordpress, Youtube, Twitter and Facebook, facilitated the rapid distribution of exciting and accessible science and exploration information over multiple channels. Field updates, science reports, and multimedia including videos, interactive maps, and immersive visualization were rapidly available through multiple social media channels, partly due to the ease of integration of these multiple technologies. Additionally, the successful application of videoconferencing via a readily available technology (Skype) has greatly increased the capacity of our team to conduct real-time education and public outreach from remote locations. The improved communication afforded by Web 2.0 has increased the quality of EPO provided by the PLRP, and has enabled a higher level of interaction between the science team and the community at large. Feedback from these online interactions suggest that remote communication via Web 2.0 technologies were effective tools for increasing public discourse and awareness of the science and exploration activity at Pavilion Lake.

[Information technology in medical education].

PubMed

Ramić, A

1999-01-01

The role of information technology in educational models of under-graduate and post-graduate medical education is growing in 1980's influenced by PC's break-in in medical practice and creating relevant data basis, and, particularly, in 1990's by integration of information technology on international level, development of international network, Internet, Telemedicin, etc. The development of new educational information technology is evident, proving that information in transfer of medical knowledge, medical informatics and communication systems represent the base of medical practice, medical education and research in medical sciences. In relation to the traditional approaches in concept, contents and techniques of medical education, new models of education in training of health professionals, using new information technology, offer a number of benefits, such as: decentralization and access to relevant data sources, collecting and updating of data, multidisciplinary approach in solving problems and effective decision-making, and affirmation of team work within medical and non-medical disciplines. Without regard to the dynamics of change and progressive reform orientation within health sector, the development of modern medical education is inevitable for all systems a in which information technology and available data basis, as a base of effective and scientifically based medical education of health care providers, give guarantees for efficient health care and improvement of health of population.

The Effect of Online Co-Regulated Learning in the Implementation of Team-Based Learning on Improving Students' Involvement

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2015-01-01

Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students' attention from online courses and with the purpose of developing students' teamwork…

Dream Team or Odd Couple? Examining the Combined Use of Lectures and Podcasting in Higher Education

ERIC Educational Resources Information Center

Jiménez-Castillo, David; Sánchez-Fernández, Raquel; Marín-Carrillo, Gema M.

2017-01-01

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student's perceived prior knowledge gained from lectures and technology acceptance model-related variables on student's self-reported assimilation of new material…

[New information technologies in the management of emergency health services].

PubMed

Denisov, V N; Vaseneva, L A; Sidorov, A I; Grinkevich, R G; Pogodina, T P

1998-01-01

Novel information computer system introduced at the first aid station of Novosibirsk has improved effectiveness of ambulance transport and emergency teams; quickened the process of reporting information to the head of the station and higher medical institutions as well as responding to requests; facilitated control over continuous education of the staff and planning of relevant educational programs.

Toward a STEM + Arts Curriculum: Creating the Teacher Team

ERIC Educational Resources Information Center

Wynn, Toni; Harris, Juliette

2012-01-01

The acronym STEM--the teaching of science, technology, engineering, and math--now a familiar term in education, is evolving into STEAM--STEM plus "A" for art. Educational researcher Martin Storksdieck's studies have shown that infusing art into STEM allows for "a different way of perceiving and knowing and dealing with the world, as a means to…

FINESSE Spaceward Bound - Teacher Engagement in NASA Science and Exploration Field Research

NASA Technical Reports Server (NTRS)

Jones, A. J. P.; Heldmann, J. L.; Sheely, T.; Karlin, J.; Johnson, S.; Rosemore, A.; Hughes, S.; Nawotniak, S. Kobs; Lim, D. S. S.; Garry, W. B.

2016-01-01

The FINESSE (Field Investigations to Enable Solar System Science and Exploration) team of NASA's Solar System Exploration Research Virtual Institute (SSERVI) is focused on a science and exploration field-based research program aimed at generating strategic knowledge in preparation for the human and robotic exploration of the Moon, Near Earth Asteroids, and the moons of Mars. The FINESSE science program is infused with leading edge exploration concepts since "science enables exploration and exploration enables science." The FINESSE education and public outreach program leverages the team's field investigations and educational partnerships to share the excitement of lunar, Near Earth Asteroid, and martian moon science and exploration locally, nationally, and internationally. The FINESSE education plan is in line with all of NASA's Science Mission Directorate science education objectives, particularly to enable STEM (science, technology, engineering, and mathematics) education and leverage efforts through partnerships.

Student teams prepare robots for regional competition at KSC

NASA Technical Reports Server (NTRS)

1999-01-01

Student teams and sponsors, with their robots, fill the Center for Space Education at KSC as they look over the competition. Thirty schools from around the country have converged at KSC for the 1999 Southeastern Regional robotic competition March 4-6. The event pits the team-built gladiator robots against each other in an athletic-style competition. KSC is hosting the event being sponsored by the nonprofit organization For Inspiration and Recognition of Science and Technology, known as FIRST. The FIRST robotics competition is designed to provide students with a hands-on, inside look at engineering and other professional careers.

A collaborative institutional model for integrating computer applications in the medical curriculum.

PubMed Central

Friedman, C. P.; Oxford, G. S.; Juliano, E. L.

1991-01-01

The introduction and promotion of information technology in an established medical curriculum with existing academic and technical support structures poses a number of challenges. The UNC School of Medicine has developed the Taskforce on Educational Applications in Medicine (TEAM), to coordinate this effort. TEAM works as a confederation of existing research and support units with interests in computers and education, along with a core of interested faculty with curricular responsibilities. Constituent units of the TEAM confederation include the medical center library, medical television studios, basic science teaching laboratories, educational development office, microcomputer and network support groups, academic affairs administration, and a subset of course directors and teaching faculty. Among our efforts have been the establishment of (1) a mini-grant program to support faculty initiated development and implementation of computer applications in the curriculum, (2) a symposium series with visiting speakers to acquaint faculty with current developments in medical informatics and related curricular efforts at other institution, (3) 20 computer workstations located in the multipurpose teaching labs where first and second year students do much of their academic work, (4) a demonstration center for evaluation of courseware and technologically advanced delivery systems. The student workstations provide convenient access to electronic mail, University schedules and calendars, the CoSy computer conferencing system, and several software applications integral to their courses in pathology, histology, microbiology, biochemistry, and neurobiology. The progress achieved toward the primary goal has modestly exceeded our initial expectations, while the collegiality and interest expressed toward TEAM activities in the local environment stand as empirical measures of the success of the concept. PMID:1807705

Eclipse Megamovie: Solar Discoveries, Education, and Outreach through Crowdsourcing 2017 Eclipse Images

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Hudson, H. S.; Martinez Oliveros, J. C.; Johnson, C.; Zevin, D.; Krista, L. D.; Bender, M.; Mcintosh, S. W.; Konerding, D.; Koh, J.; Pasachoff, J.; Lorimore, B.; Jiang, G.; Storksdieck, M.; Yan, D.; Shore, L.; Fraknoi, A.; Filippenko, A.

2016-12-01

Since 2011, a team of solar scientists, eclipse chasers, education and outreach professionals, and film makers have been working to explore the possibility of gathering images from the public during the 2017 eclipse across the United States, to be used for scientific research, education, and enhancing the public's experience of the eclipse. After years of testing the initial ideas, engaging new organizations, and exploring new technologies, our team has developed a blueprint for this project. There are three main goals for this effort: 1. to learn more about the dynamic non-equilibrium processes in the corona and lower atmosphere of the Sun, 2. to educate the public about space physics, 3. provide different levels of engagement opportunities for an interested public, and 4. to understand how these various levels of engagement with a major scientific phenomena allow people to develop deeper personal connections to Science, Technology, Engineering, and Mathematics (STEM). We will meet these goals by training 1000 volunteers to take scientifically valid images and donate the images to this project, while also allowing the general public to share their images as well. During the Aug 21, 2017 eclipse, we will analyze these images in real-time to produce public-generated movies showing the corona of the Sun during totality from thousands of people. These movies will be disseminated in near real-time (on the order of 10s of minutes) to other eclipse programs, news organizations, and to the general public. Meanwhile, images collected during and after the eclipse will be available to scientists and the public for research purposes. To further engage the public, video clips, film, and a documentary will be produced prior and after the event. A science education research team will work alongside the team to understand how the project supports deeper connections to the eclipse experience.

2009 Mississippi Curriculum Framework: Postsecondary Early Childhood Education Technology. (Program CIP: 19.0709 - Child Care Provider/Assistant)

ERIC Educational Resources Information Center

Shumate, Win; Greene, Mary A.; Ford, Sandra; Jones, Pamela; Anders, Sheri

2009-01-01

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate…

Effects of Al particles and thin layer on thermal expansion and conductivity of Al-Y2Mo3O12 cermets

NASA Astrophysics Data System (ADS)

Liu, Xian-Sheng; Ge, Xiang-Hong; Liang, Er-Jun; Zhang, Wei-Feng

2017-10-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 10974183 and 11104252), the Doctoral Fund of the Ministry of Education of China (Grant No. 20114101110003), the Fund for Science & Technology Innovation Team of Zhengzhou, China (Grant No. 112PCXTD337), the Industrial Science and Technology Research Projects of Kaifeng, Henan Province, China (Grant No. 1501049), and the Key Research Projects of Henan Higher Education Institutions, China (Grant No. 18A140014).

Simulation and rubrics: technology and grading student performance in nurse anesthesia education.

PubMed

Overstreet, Maria; McCarver, Lewis; Shields, John; Patterson, Jordan

2015-06-01

The use of simulation technology has introduced a challenge for simulation nurse educators: evaluation of student performance. The subjectivity of student performance evaluation has been in need of improvement. It is imperative to provide clear and consistent information to the learner of expectations for their performance. Educators use objectives to define for the learner what the primary focus will be in the learning activities. Creation of rubrics to replace checklists to evaluate learner performance is a team task. Improved rubrics assist instructors in providing valuable, immediate, and postactivity feedback and consistency among instructors, and improved inter-rater reliability. Copyright © 2015 Elsevier Inc. All rights reserved.

Modular projects and 'mean questions': best practices for advising an International Genetically Engineered Machines team.

PubMed

Tsui, Jennifer; Meyer, Anne S

2016-07-01

In the yearly Internationally Genetically Engineered Machines (iGEM) competition, teams of Bachelor's and Master's students design and build an engineered biological system using DNA technologies. Advising an iGEM team poses unique challenges due to the inherent difficulties of mounting and completing a new biological project from scratch over the course of a single academic year; the challenges in obtaining financial and structural resources for a project that will likely not be fully realized; and conflicts between educational and competition-based goals. This article shares tips and best practices for iGEM team advisors, from two team advisors with very different experiences with the iGEM competition. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

NASA Astrophysics Data System (ADS)

Hunter, Jane

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.

Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System.

PubMed

Dow, Alan W; Boling, Peter A; Lockeman, Kelly S; Mazmanian, Paul E; Feldman, Moshe; DiazGranados, Deborah; Browning, Joel; Coe, Antoinette; Selby-Penczak, Rachel; Hobgood, Sarah; Abbey, Linda; Parsons, Pamela; Delafuente, Jeffrey; Taylor, Suzanne F

2016-01-01

Today, clinical care is often provided by interprofessional virtual teams-groups of practitioners who work asynchronously and use technology to communicate. Members of such teams must be competent in interprofessional practice and the use of information technology, two targets for health professions education reform. The authors created a Web-based case system to teach and assess these competencies in health professions students. They created a four-module, six-week geriatric learning experience using a Web-based case system. Health professions students were divided into interprofessional virtual teams. Team members received profession-specific information, entered a summary of this information into the case system's electronic health record, answered knowledge questions about the case individually, then collaborated asynchronously to answer the same questions as a team. Individual and team knowledge scores and case activity measures--number of logins, message board posts/replies, views of message board posts--were tracked. During academic year 2012-2013, 80 teams composed of 522 students from medicine, nursing, pharmacy, and social work participated. Knowledge scores varied by profession and within professions. Team scores were higher than individual scores (P < .001). Students and teams with higher knowledge scores had higher case activity measures. Team score was most highly correlated with number of message board posts/replies and was not correlated with number of views of message board posts. This Web-based case system provided a novel approach to teach and assess the competencies needed for virtual teams. This approach may be a valuable new tool for measuring competency in interprofessional practice.

Postsecondary Play: The Role of Games and Social Media in Higher Education. Tech.edu: A Hopkins Series on Education and Technology

ERIC Educational Resources Information Center

Tierney, William G., Ed.; Corwin, Zoë B., Ed.; Fullerton, Tracy, Ed.; Ragusa, Gisele, Ed.

2017-01-01

The college application process--which entails multiple forms, essays, test scores, and deadlines--can be intimidating. For students without substantial school and family support, the complexity of this process can become a barrier to access. William G. Tierney, Tracy Fullerton, and their teams at the University of Southern California approach…

What Next?: Educational Innovation and Philadelphia's School of the Future. Educational Innovations Series

ERIC Educational Resources Information Center

Cullinane, Mary, Ed.; Hess, Frederick M., Ed.

2010-01-01

"What Next?" offers a detailed study of the School of the Future's first three years (2006-2009) revealing what the School of the Future can teach us about high school redesign, public-private partnerships, and the use of technology in school reform. When the school district of Philadelphia teamed up with the Microsoft Corporation in…

PHOTON2: A web-based professional development model for photonics technology education

NASA Astrophysics Data System (ADS)

Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

2004-10-01

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

Special Education Students Improve Academic Performance through Problem-Based Learning and Technology

NASA Astrophysics Data System (ADS)

Freeman, S.; Kintsch, A.

2003-12-01

Boulder High School Special Education students work in teams on donated wireless computers to solve problems created by global climate change. Their text is Richard Somerville's The Forgiving Air. They utilize Wheeling Jesuit University's remote sensing web site and private computer bulletin board. Their central source for problem-based learning (PBL) is www.cotf.edu, NASA's Classroom of the Future Global Change web site. As a result, students not only improve their abilities to write, read, do math and research, speak, and work as team members, they also improve self-esteem, resilience, and willingness to take more challenging classes. Two special education students passed AP exams, Calculus and U.S. Government, last spring and Jay Matthews of Newsweek rates Boulder High as 201st of the nation's top 1000 high schools.

The role of new information technology meeting the global need and gap of education in pediatric surgery.

PubMed

Ure, Benno; Zoeller, Christoph; Lacher, Martin

2015-06-01

Traditionally, pediatric surgical education consisted of exposure to patients, textbooks, lectures, team-based education, congresses, and workshops. Over the last decades, however, new information technology (IT) and the internet revolutionized the sharing of information and communication. IT has become relevant in particular for the younger generation of pediatric surgeons. Today, gaps in children's health and the quality of pediatric surgical education persist between countries and regions. Advances in health care are not shared equitably. The use of IT for resource libraries, teleconferences, virtual symposiums, and telementoring has great potential in closing this gap and meeting the global needs for pediatric surgical education. This article focuses on the potential role of IT in this respect. Copyright © 2015 Elsevier Inc. All rights reserved.

[Continuous medical education of general practitioners/family doctors in chronic wound care].

PubMed

Sinozić, Tamara; Kovacević, Jadranka

2014-10-01

A number of healthcare professionals, specialists in different fields and with different levels of education, as well as non-healthcare professionals, are involved in the care of chronic wound patients, thus forming a multidisciplinary team that is not only responsible for the course and outcome of treatment, but also for the patient quality of life. Family doctor is also member of the team the task of which is to prevent, diagnose, monitor and anticipate complications and relapses, as well as complete recovery of chronic wound patients, with the overall care continuing even after the wound has healed, or is involved in palliative care. A family medicine practitioner with specialized education and their team of associates in the primary health care, along with material conditions and equipment improvement, can provide quality care for patients with peripheral cardiovascular diseases and chronic wounds, organized according to the holistic approach. It is essential that all professional associations of family medicine as well as professional associations of other specialties - fields that are involved in wound prevention and treatment - be included in developing the continuous medical education program. The benefits of modern information technology should be used to good advantage. The education should be adapted to the needs of family practitioners in terms of the form, place, time, volume, financial affordability and choice of topic. The interest shown in team education should be transformed into specialized programs in the creation of which it is essential to include both physicians and nurses and their respective professional associations. Special attention should be paid to education and training of young doctors/nurses, those with less work experience, those that have not yet been part of such education, those that lack experience in working with wound patients, those whose teams deal mostly with elderly patients, and also residents in family medicine and Nursing College students.

Measuring Student Career Interest within the Context of Technology-Enhanced STEM Projects: A Cross-Project Comparison Study Based on the Career Interest Questionnaire

ERIC Educational Resources Information Center

Peterman, Karen; Kermish-Allen, Ruth; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra

2016-01-01

This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics (STEM) education programs with the common goal of improving students' attitudes about scientific careers. The authors represent two project teams, each with funding from the National Science…

Five generations in the nursing workforce: implications for nursing professional development.

PubMed

Bell, Julie A

2013-01-01

Positive patient outcomes require effective teamwork, communication, and technological literacy. These skills vary among the unprecedented five generations in the nursing workforce, spanning the "Silent Generation" nurses deferring retirement to the newest "iGeneration." Nursing professional development educators must understand generational differences; address communication, information technology, and team-building competencies across generations; and promote integration of learner-centered strategies into professional development activities.

Students' Acceptance of File Sharing Systems as a Tool for Sharing Course Materials: The Case of Google Drive

ERIC Educational Resources Information Center

Sadik, Alaa

2017-01-01

Students' perceptions about both ease of use and usefulness are fundamental factors in determining their acceptance and successful use of technology in higher education. File sharing systems are one of these technologies and can be used to manage and deliver course materials and coordinate virtual teams. The aim of this study is to explore how…

Students Compete in NASA's Student Launch Competition

NASA Image and Video Library

2018-03-30

NASA's Student Launch competition challenges middle school, high school and college teams to design, build, test and fly a high-powered, reusable rocket to an altitude of one mile above ground level while carrying a payload. During the eight-month process, the selected teams will go through a series of design, test and readiness reviews that resemble the real-world process of rocket development. In addition to building and preparing their rocket and payload, the teams must also create and execute an education and outreach program that will share their work with their communities and help inspire the next generation of scientists, engineers and explorers. Student Launch is hosted by NASA's Marshall Space Flight Center in Huntsville, Alabama, and is managed by Marshall's Academic Affairs Office to further NASA’s major education goal of attracting and encouraging students to pursue degrees and careers in the STEM fields of science, technology, engineering and mathematics.

Teaming with Technology: "Real" iPad Applications

ERIC Educational Resources Information Center

Ensor, Tami

2012-01-01

This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader…

Atha Road Elementary School, Monroe, Georgia.

ERIC Educational Resources Information Center

Design Cost Data, 2002

2002-01-01

Describes the building design of the library and technology center named in the title, including the educational context and design goals. Includes a general description; information on the architect, construction team, and manufacturers and suppliers; and a case study of costs and specifications. (EV)

The importance of design thinking in medical education.

PubMed

Badwan, Basil; Bothara, Roshit; Latijnhouwers, Mieke; Smithies, Alisdair; Sandars, John

2018-04-01

Design thinking provides a creative and innovate approach to solve a complex problem. The discover, define, develop and delivery phases of design thinking lead to the most effective solution and this approach can be widely applied in medical education, from technology intervention projects to curriculum development. Participants in design thinking acquire essential transferable life-long learning skills in dealing with uncertainty and collaborative team working.

Best practices for team-based assistive technology design courses.

PubMed

Goldberg, Mary R; Pearlman, Jonathan L

2013-09-01

Team-based design courses focused on products for people with disabilities have become relatively common, in part because of training grants such as the NSF Research to Aid Persons with Disabilities course grants. An output from these courses is an annual description of courses and projects but has yet to be complied into a "best practices guide," though it could be helpful for instructors. To meet this need, we conducted a study to generate best practices for assistive technology product development courses and how to use these courses to teach students the fundamentals of innovation. A full list of recommendations is comprised in the manuscript and include identifying a client through a reliable clinical partner; allowing for transparency between the instructors, the client, and the team(s); establishing multi-disciplinary teams; using a process-oriented vs. solution-oriented product development model; using a project management software to facilitate and archive communication and outputs; facilitating client interaction through frequent communication; seeking to develop professional role confidence to inspire students' commitment to engineering and (where applicable) rehabilitation field; publishing student designs on repositories; incorporating both formal and informal education opportunities related to design; and encouraging students to submit their designs to local or national entrepreneurship competitions.

FIRST LEGO League Kickoff

NASA Technical Reports Server (NTRS)

2006-01-01

FIRST LEGO League participants listen to Aerospace Education Specialist Chris Copelan explain the playing field for 'Nano Quest' during a recent FLL kickoff event at StenniSphere, the visitor center at NASA Stennis Space Center. The kickoff began the 2006 FLL competition season. Eighty-five teachers, mentors, parents and 9- to 14-year-old students from southern and central Mississippi came to SSC to hear the rules for Nano Quest. The challenge requires teams to spend eight weeks building and programming robots from LEGO Mindstorms kits. They'll battle their creations in local and regional competitions. The Dec. 2 competition at Mississippi Gulf Coast Community College will involve about 200 students. FIRST LEGO League, considered the 'little league' of the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation, and to promote the principles of team play and gracious professionalism. Because NASA advocates robotics and science-technology education, the agency and SSC support FIRST by providing team coaches, mentors and training, as well as competition event judges, referees, audio-visual and other volunteer staff personnel. Two of Mississippi's NASA Explorer Schools, Bay-Waveland Middle and Hattiesburg's Lillie Burney Elementary, were in attendance. The following schools were also represented: Ocean Springs Middle, Pearl Upper Elementary, Long Beach Middle, Jackson Preparatory Academy, North Woolmarket Middle, D'Iberville Middle, West Wortham Middle, Picayune's Roseland Park Baptist Academy and Nicholson Elementary, as well as two home-school groups from McComb and Brandon. Gulfport and Picayune Memorial-Pearl River high schools' FIRST Robotics teams conducted robotics demonstrations for the FLL crowd.

FIRST LEGO League Kickoff

NASA Image and Video Library

2006-09-23

FIRST LEGO League participants listen to Aerospace Education Specialist Chris Copelan explain the playing field for 'Nano Quest' during a recent FLL kickoff event at StenniSphere, the visitor center at NASA Stennis Space Center. The kickoff began the 2006 FLL competition season. Eighty-five teachers, mentors, parents and 9- to 14-year-old students from southern and central Mississippi came to SSC to hear the rules for Nano Quest. The challenge requires teams to spend eight weeks building and programming robots from LEGO Mindstorms kits. They'll battle their creations in local and regional competitions. The Dec. 2 competition at Mississippi Gulf Coast Community College will involve about 200 students. FIRST LEGO League, considered the 'little league' of the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation, and to promote the principles of team play and gracious professionalism. Because NASA advocates robotics and science-technology education, the agency and SSC support FIRST by providing team coaches, mentors and training, as well as competition event judges, referees, audio-visual and other volunteer staff personnel. Two of Mississippi's NASA Explorer Schools, Bay-Waveland Middle and Hattiesburg's Lillie Burney Elementary, were in attendance. The following schools were also represented: Ocean Springs Middle, Pearl Upper Elementary, Long Beach Middle, Jackson Preparatory Academy, North Woolmarket Middle, D'Iberville Middle, West Wortham Middle, Picayune's Roseland Park Baptist Academy and Nicholson Elementary, as well as two home-school groups from McComb and Brandon. Gulfport and Picayune Memorial-Pearl River high schools' FIRST Robotics teams conducted robotics demonstrations for the FLL crowd.

Youth Technology Academy

NASA Technical Reports Server (NTRS)

2005-01-01

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

NASA Education Recommendation Report - Education Design Team 2011

NASA Technical Reports Server (NTRS)

Pengra, Trish; Stofan, James

2011-01-01

NASA people are passionate about their work. NASA's missions are exciting to learners of all ages. And since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. In May 2010, NASA administration chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. Through its unique workforce, facilities, research and innovations, NASA can expand its efforts to engage underserved and underrepresented communities in science and mathematics. Through the Agency's STEM education efforts and science and exploration missions, NASA can help the United States successfully compete, prosper and be secure in the 21st century global community. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need (2) Identify and strategically manage NASA Education partnerships (3) Participate in National and State STEM Education policy discussions (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design (6) Improve communication to inspire learners

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

NASA Astrophysics Data System (ADS)

Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

Addressing the paradox of the team innovation process: A review and practical considerations.

PubMed

Thayer, Amanda L; Petruzzelli, Alexandra; McClurg, Caitlin E

2018-01-01

Facilitating team innovation is paramount to promoting progress in the science, technology, engineering, and math fields, as well as advancing national health, safety, prosperity, and welfare. However, innovation teams face a unique set of challenges due to the novelty and uncertainty that is core to the definition of innovation, as well as the paradoxical nature of idea generation and idea implementation processes. These and other challenges must be overcome for innovation teams to realize their full potential for producing change. The purpose of this review is, thus, to provide insight into the unique context that these teams function within and provide an integrative, evidence-based, and practically useful, organizing heuristic that focuses on the most important considerations for facilitating team innovation. Finally, we provide practical guidance for psychologists, organizations, practitioners, scientists, educators, policymakers, and others who employ teams to produce novel, innovative solutions to today's problems. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Remote monitoring technologies for the prevention of metabolic syndrome: the Diabetes and Technology for Increased Activity (DaTA) study.

PubMed

Stuckey, Melanie; Fulkerson, Robyn; Read, Emily; Russell-Minda, Elizabeth; Munoz, Claudio; Kleinstiver, Peter; Petrella, Robert

2011-07-01

Remote monitoring technologies are ideally suited for rural communities with limited access to health care. In an 8-week pilot study, we examined the feasibility of implementing and conducting a technology-intensive intervention in an underserviced rural setting. Our goal was to test the utility of self-monitoring technologies, physical activity, and education as tools to manage health indicators for the development of the cardiovascular complications (CVCs) of type 2 diabetes. The Diabetes and Technology for Increased Activity study was an open single-center study conducted in a community-based research setting. All 24 participants were provided with a Blackberry™ Smartphone, blood pressure monitor, glucometer, and pedometer. Smartphones transmitted measurements and survey results to the database, interfaced participants with the clinical team, and allowed for self-monitoring. Outcomes were improved body composition, improved markers of CVC risk factors, increased daily exercise, and interest in or awareness of lifestyle changes that impact health outcomes. Participants had excellent compliance for measurements, as self-monitoring provided a sense of security that improved from week 4 to week 8. Our team gained substantial insight into the operational requirements of technology-facilitated health care, including redefined hours of service; data reporting, management, and access protocols; and the utility of real-time clinical measures by remote monitoring. We developed an understanding of knowledge translation strategies as well as successful motivational and educational tools. Importantly, remote monitoring technology was found to be feasible and accepted in a rural setting. © 2011 Diabetes Technology Society.

Using Social Media for the Promotion of Education and Consultation in Adolescents Who Have Undergone Kidney Transplant: Protocol for a Randomized Control Trial

PubMed Central

Mathias, Andréia Dias; Garcia, Clotilde Druck; Garcia Rodrigues, Clarissa

2018-01-01

Background Falling ill represents a traumatic experience especially in adolescence, since in addition to the moments of ambiguity and contradictions that this period brings, there is coping with the disease. Renal transplantation provides a better quality of life but the dependence on dialysis is replaced by the greater responsibility of self-care. With advances in technology, contemporary communication methods are a strategic mechanism for the approximation of the adolescent and the multiprofessional team. In this perspective, our research may provide possible changes and propose alternatives, using social networks for the integration of the multiprofessional team, promoting education within a virtual environment for adolescents who have undergone kidney transplants. Objective The goal of our research is to compare the knowledge, satisfaction, and self-esteem of adolescent renal transplant patients in 2 groups: patients undergoing conventional treatment versus patients undergoing conventional treatment plus the full-time use of social networks to aid in education and consultation. Methods Nonblind randomized clinical trial with 128 adolescents (aged 13 to 21 years) divided in 2 groups: the first group will receive conventional care and the second group will be invited to participate in a secret group on the social network Facebook. This group will be used as a new education platform to involve young renal transplant patients to participate in the guidelines provided to them by the multiprofessional team. Results An environment for learning and exchanging life experiences will be created by using a well-known technology among adolescents. As a low-cost intervention, it will allow a better interaction between the patient and the transplant team. It is expected that the adolescents will improve their knowledge about the disease also increasing their self-esteem and the treatment adhesion. Conclusions Health professionals need to seek alternatives when educating patients, focusing on easily understandable ways for effective guidance. In the adolescent population, it is understood that the use of technology as support in education is a fundamental tool for this age group. The proposed project will directly benefit adolescent renal transplant patients as it uses language aimed directly at the target demographic. It attempts to overcome the traditional model by being more in contact with the current generation. This approach makes the content easier to assimilate and, consequently, increases understanding. Trial Registration ClinicalTrials.gov: NCT03214965; https://clinicaltrials.gov/ct2/show/NCT02239354 (Archived by Webcite at http://www.webcitation.org/6wKnYrFGx) PMID:29317381

KSC-2012-1760

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 233, "The Pink Team," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Rockledge, Cocoa Beach and Viera high schools along the Space Coast of Florida. Kennedy is a sponsor of the team. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1755

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with a member of Team 233, "The Pink Team," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Rockledge, Cocoa Beach and Viera high schools along the Space Coast of Florida. Kennedy is a sponsor of the team. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1750

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- "The Pink Team," Team 233, tinkers with its robot during the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Rockledge, Cocoa Beach and Viera high schools along the Space Coast of Florida. NASA’s Kennedy Space Center is a sponsor of the team. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

Interactive Tabletops in Education

ERIC Educational Resources Information Center

Dillenbourg, Pierre; Evans, Michael

2011-01-01

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The…

COMPUTERS FOR EDUCATION.

ERIC Educational Resources Information Center

LEBEDEV, P.D.

ON THE PREMISES THAT THE DEVELOPMENT OF PROGRAMED LEARNING BY RESEARCH TEAMS OF SUBJECT AND TECHNIQUE SPECIALISTS IS INDISPUTABLE, AND THAT THE EXPERIENCED TEACHER IN THE ROLE OF INDIVIDUAL TUTOR IS INDISPENSABLE, THE TECHNOLOGY TO SUPPORT PROGRAMED INSTRUCTION MUST BE ADVANCED. AUTOMATED DEVICES EMPLOYING SEQUENTIAL AND BRANCHING TECHNIQUES FOR…

KSC-2014-2635

NASA Image and Video Library

2014-05-21

CAPE CANAVERAL, Fla. – The presentation and team spirit judges for NASA's 2014 Robotics Mining Competition are introduced during the opening ceremony at the Kennedy Space Center Visitor Complex in Florida. Second from left, is Teresa Martinez, lead presentation judge from Kennedy's Education Office. At far right, is Beth Smith, lead team spirit judge from Kennedy's Education Office. Behind them on the podium is Kimberley Land, event emcee from NASA's Ames Research Center in Moffett Field, California. More than 35 teams from around the U.S. have designed and built remote-controlled robots for the mining competition. The competition is a NASA Human Exploration and Operations Mission Directorate project designed to engage and retain students in science, technology, engineering and mathematics, or STEM, fields by expanding opportunities for student research and design. Teams use their remote-controlled robotics to maneuver and dig in a supersized sandbox filled with a crushed material that has characteristics similar to Martian soil. The objective of the challenge is to see which team’s robot can collect and move the most regolith within a specified amount of time. For more information, visit www.nasa.gov/nasarmc. Photo credit: NASA/Frankie Martin

KSC-2012-1748

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1746

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1744

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1745

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1747

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1751

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams tinker with their robots during the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1752

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams tinker with their robots during the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 50 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1756

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1749

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams tinker with their robots during the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year ,the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

On Teaching Biotechnology in Kentucky.

ERIC Educational Resources Information Center

Brown, Dan C.; Kemp, Michael C.; Hall, Jennifer

1998-01-01

One study surveyed 187 Kentucky teachers (36% agriculture, 32% science, 32% technology education); they rated importance of content organizers, topics, transferable skills, and delivery methods for biotechnology. A second study received responses from 70 of 150 teachers; 45 thought science teachers or an integrated team should teach biotechnology;…

Remote Monitoring Technologies for the Prevention of Metabolic Syndrome: The Diabetes and Technology for Increased Activity (DaTA) Study

PubMed Central

Stuckey, Melanie; Fulkerson, Robyn; Read, Emily; Russell-Minda, Elizabeth; Munoz, Claudio; Kleinstiver, Peter; Petrella, Robert

2011-01-01

Objectives Remote monitoring technologies are ideally suited for rural communities with limited access to health care. In an 8-week pilot study, we examined the feasibility of implementing and conducting a technology-intensive intervention in an underserviced rural setting. Our goal was to test the utility of self-monitoring technologies, physical activity, and education as tools to manage health indicators for the development of the cardiovascular complications (CVCs) of type 2 diabetes. Research Design and Methods The Diabetes and Technology for Increased Activity study was an open single-center study conducted in a community-based research setting. All 24 participants were provided with a Blackberry™ Smartphone, blood pressure monitor, glucometer, and pedometer. Smartphones transmitted measurements and survey results to the database, interfaced participants with the clinical team, and allowed for self-monitoring. Results Outcomes were improved body composition, improved markers of CVC risk factors, increased daily exercise, and interest in or awareness of lifestyle changes that impact health outcomes. Participants had excellent compliance for measurements, as self-monitoring provided a sense of security that improved from week 4 to week 8. Conclusions Our team gained substantial insight into the operational requirements of technology-facilitated health care, including redefined hours of service; data reporting, management, and access protocols; and the utility of real-time clinical measures by remote monitoring. We developed an understanding of knowledge translation strategies as well as successful motivational and educational tools. Importantly, remote monitoring technology was found to be feasible and accepted in a rural setting. PMID:21880237

Effect of assistive technology in a public school setting.

PubMed

Watson, Anne H; Ito, Max; Smith, Roger O; Andersen, Lori T

2010-01-01

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N=13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p= .00) for students in special education (F[2] = 9.35, p= .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

Applying health information technology and team-based care to residency education.

PubMed

Brown, Kristy K; Master-Hunter, Tara A; Cooke, James M; Wimsatt, Leslie A; Green, Lee A

2011-01-01

Training physicians capable of practicing within the Patient-centered Medical Home (PCMH) is an emerging area of scholarly inquiry within residency education. This study describes an effort to integrate PCMH principles into teaching practices within a university-based residency setting and evaluates the effect on clinical performance. Using participant feedback and clinical data extracted from an electronic clinical quality management system, we retrospectively examined performance outcomes at two family medicine residency clinics over a 7-year period. Instructional approaches were identified and clinical performance patterns analyzed. Alumni ratings of the practice-based curriculum increased following institution of the PCMH model. Clinical performance outcomes indicated improvements in the delivery of clinical care to patients. Implementation of instructional methodologies posed some challenges to residency faculty, particularly in development of consistent scheduling of individualized feedback sessions. Residents required the greatest support and guidance in managing point-of-care clinical reminders during patient encounters. Teaching practices that take into consideration the integration of team-based care and use of electronic health technologies can successfully be used to deliver residency education in the context of the PCMH model. Ongoing assessment provides important information to residency directors and faculty in support of improving the quality of clinical instruction.

The University of Kansas High-Throughput Screening laboratory. Part I: meeting drug-discovery needs in the heartland of America with entrepreneurial flair.

PubMed

McDonald, Peter R; Roy, Anuradha; Chaguturu, Rathnam

2011-05-01

The University of Kansas High-Throughput Screening (KU HTS) core is a state-of-the-art drug-discovery facility with an entrepreneurial open-service policy, which provides centralized resources supporting public- and private-sector research initiatives. The KU HTS core applies pharmaceutical industry project-management principles in an academic setting by bringing together multidisciplinary teams to fill critical scientific and technology gaps, using an experienced team of industry-trained researchers and project managers. The KU HTS proactively engages in supporting grant applications for extramural funding, intellectual-property management and technology transfer. The KU HTS staff further provides educational opportunities for the KU faculty and students to learn cutting-edge technologies in drug-discovery platforms through seminars, workshops, internships and course teaching. This is the first instalment of a two-part contribution from the KU HTS laboratory.

Factors associated with staff development processes and the creation of innovative science courses in higher education

NASA Astrophysics Data System (ADS)

Hodges, Jeanelle Bland

1999-11-01

The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes were crucial in successful course development. Second, the use of instructional grants to fund course development gave credibility to the faculty involved in course development. Third, the faculty members taking the lead in creating teams actively sought out faculty members in the sciences who had previous experience teaching at the K--12 level or in informal education. In addition, college environments were found to have an impact on the success of the innovative course development projects.

vTrain: a novel curriculum for patient surge training in a multi-user virtual environment (MUVE).

PubMed

Greci, Laura S; Ramloll, Rameshsharma; Hurst, Samantha; Garman, Karen; Beedasy, Jaishree; Pieper, Eric B; Huang, Ricky; Higginbotham, Erin; Agha, Zia

2013-06-01

During a pandemic influenza, emergency departments will be overwhelmed with a large influx of patients seeking care. Although all hospitals should have a written plan for dealing with this surge of health care utilization, most hospitals struggle with ways to educate the staff and practice for potentially catastrophic events. Hypothesis/Problem To better prepare hospital staff for a patient surge, a novel educational curriculum was developed utilizing an emergency department for a patient surge functional drill. A multidisciplinary team of medical educators, evaluators, emergency preparedness experts, and technology specialists developed a curriculum to: (1) train novice users to function in their job class in a multi-user virtual environment (MUVE); (2) obtain appropriate pre-drill disaster preparedness training; (3) perform functional team exercises in a MUVE; and (4) reflect on their performance after the drill. A total of 14 students participated in one of two iterations of the pilot training program; seven nurses completed the emergency department triage course, and seven hospital administrators completed the Command Post (CP) course. All participants reported positive experiences in written course evaluations and structured verbal debriefings, and self-reported increase in disaster preparedness knowledge. Students also reported improved team communication, planning, team decision making, and the ability to visualize and reflect on their performance. Data from this pilot program suggest that the immersive, virtual teaching method is well suited to team-based, reflective practice and learning of disaster management skills.

Star Schools Projects: Distance Learning Model Practices.

ERIC Educational Resources Information Center

Lane, Carla; Cassidy, Sheila

This document describes model practices of the Star Schools Program, whose purpose is to provide quality, cost-effective instruction and training through distance education technologies. Benefits which have resulted from the Star Schools Projects for local staff, teachers, and parents are identified. The TEAMS Project focuses on a Three-Tier…

STEM Equality and Diversity Toolkit

ERIC Educational Resources Information Center

Collins, Jill

2011-01-01

In 2008, the Centre for Science Education at Sheffield Hallam University teamed up with VT Enterprise (now Babcock International) in their submission of a successful bid to deliver the national STEM (Science, Technology, Engineering and Maths) Subject Choice and Careers Project. An integral part of the bid was the promotion of equality and…

Team-Teaching a Digital Senior Capstone Project in CTE

ERIC Educational Resources Information Center

Ryan, Melanie D.; Tews, Nichole M.; Washer, Barton A.

2012-01-01

Secondary career and technical education (CTE) students are faced with the unique challenge of learning not only specific content-related knowledge and skills, but also postsecondary preparation, 21st century technology, employability and self-marketing skills. At Cass Career Center in Harrisonville, Missouri, a senior capstone project was…

Innovative Orientation Leads to Improved Success in Online Courses

ERIC Educational Resources Information Center

Taylor, Jean M.; Dunn, Margie; Winn, Sandra K.

2015-01-01

A team of instructional designers, educators, and the School of Liberal Arts (SLA) academic program coordinator from a nonprofit online college, collaborated on producing short voice-over videos with interactive elements that address the most common technology frustrations of beginning students. These videos were inserted into the "Start…

Reaching Out to Rural Learners. Rural Economy Series Bulletin 1.

ERIC Educational Resources Information Center

Further Education Unit, London (England).

This bulletin explores sociological and technological problems encountered in a project undertaken by the East Devon College of Further Education using an audio teleconferencing system to deliver community college courses to the rural unemployed in English villages. The project team identified the characteristics of several types of rural Devon…

Simplify Web Development for Faculty and Promote Instructional Design.

ERIC Educational Resources Information Center

Pedersen, David C.

Faculty members are often overwhelmed with the prospect of implementing Web-based instruction. In an effort to simplify the process and incorporate some basic instructional design elements, the Educational Technology Team at Embry Riddle Aeronautical University created a course template for WebCT. Utilizing rapid prototyping, the template…

Spelling and Assistive Technology: Helping Students with Disabilities Be Successful Writers

ERIC Educational Resources Information Center

Simmons, Kate D.; Carpenter, Laura B.

2010-01-01

Successful writers have proficient skills in three areas: handwriting, spelling and composition. Many students with disabilities experience difficulties in the area of spelling, which in turn may lead to difficulty in composing written work. Spelling deficits should be addressed by the student's Individualized Education Program (IEP) team to…

Urban Principals' Understanding of Cyber Bullying: New Role in School Leadership

ERIC Educational Resources Information Center

Jean-Paul, Max R.

2013-01-01

Technological advances have made cyberbullying a major problem in urban schools. In this study, I sought to explore the relationship between urban school administrators' leadership styles (team vs. transformational) and their handling of cyberbullying. I developed a survey CARES (Cyberbullying Administrative Review in Education for Schools) to…

Against the Odds: Professional Development and Innovation under Less-than-Ideal Conditions.

ERIC Educational Resources Information Center

Hunter, Beverly

2001-01-01

Reports accomplishments of teachers who overcame obstacles to create innovative learning opportunities using electronic technologies. Summarizes findings of a research project conducted by Department of Defense Education Activity schools with teachers who worked in small teams to plan, implement, and evaluate innovative practices and used Vanguard…

Live theater on a virtual stage: incorporating soft skills and teamwork in computer graphics education.

PubMed

Schweppe, M; Geigel, J

2011-01-01

Industry has increasingly emphasized the need for "soft" or interpersonal skills development and team-building experience in the college curriculum. Here, we discuss our experiences with providing such opportunities via a collaborative project called the Virtual Theater. In this joint project between the Rochester Institute of Technology's School of Design and Department of Computer Science, the goal is to enable live performance in a virtual space with participants in different physical locales. Students work in teams, collaborating with other students in and out of their disciplines.

The James Webb Space Telescope RealWorld-InWorld Design Challenge: Involving Professionals in a Virtual Classroom

NASA Astrophysics Data System (ADS)

Masetti, Margaret; Bowers, S.

2011-01-01

Students around the country are becoming experts on the James Webb Space Telescope by designing solutions to two of the design challenges presented by this complex mission. RealWorld-InWorld has two parts; the first (the Real World portion) has high-school students working face to face in their classroom as engineers and scientists. The InWorld phase starts December 15, 2010 as interested teachers and their teams of high school students register to move their work into a 3D multi-user virtual world environment. At the start of this phase, college students from all over the country choose a registered team to lead InWorld. Each InWorld team is also assigned an engineer or scientist mentor. In this virtual world setting, each team refines their design solutions and creates a 3D model of the Webb telescope. InWorld teams will use 21st century tools to collaborate and build in the virtual world environment. Each team will learn, not only from their own team members, but will have the opportunity to interact with James Webb Space Telescope researchers through the virtual world setting, which allows for synchronous interactions. Halfway through the challenge, design solutions will be critiqued and a mystery problem will be introduced for each team. The top five teams will be invited to present their work during a synchronous Education Forum April 14, 2011. The top team will earn scholarships and technology. This is an excellent opportunity for professionals in both astronomy and associated engineering disciplines to become involved with a unique educational program. Besides the chance to mentor a group of interested students, there are many opportunities to interact with the students as a guest, via chats and presentations.

Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session.

PubMed

Luetmer, Marianne T; Cloud, Beth A; Youdas, James W; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The German joint research project "concepts for future gravity satellite missions"

NASA Astrophysics Data System (ADS)

Reubelt, Tilo; Sneeuw, Nico; Fichter, Walter; Müller, Jürgen

2010-05-01

Within the German joint research project "concepts for future gravity satellite missions", funded by the Geotechnologies programme of the German Federal Ministry of Education and Research, options and concepts for future satellite missions for precise (time-variable) gravity field recovery are investigated. The project team is composed of members from science and industry, bringing together experts in geodesy, satellite systems, metrology, sensor technology and control systems. The majority of team members already contributed to former gravity missions. The composition of the team guarantees that not only geodetic aspects and objectives are investigated, but also technological and financial constraints are considered. Conversely, satellite, sensor and system concepts are developed and improved in a direct exchange with geodetic and scientific claims. The project aims to develop concepts for both near and mid-term future satellite missions, taking into account e.g. advanced satellite formations and constellations, improved orbit design, innovative metrology and sensor systems and advances in satellite systems.

Going DEEP: guidelines for building simulation-based team assessments.

PubMed

Grand, James A; Pearce, Marina; Rench, Tara A; Chao, Georgia T; Fernandez, Rosemarie; Kozlowski, Steve W J

2013-05-01

Whether for team training, research or evaluation, making effective use of simulation-based technologies requires robust, reliable and accurate assessment tools. Extant literature on simulation-based assessment practices has primarily focused on scenario and instructional design; however, relatively little direct guidance has been provided regarding the challenging decisions and fundamental principles related to assessment development and implementation. The objective of this manuscript is to introduce a generalisable assessment framework supplemented by specific guidance on how to construct and ensure valid and reliable simulation-based team assessment tools. The recommendations reflect best practices in assessment and are designed to empower healthcare educators, professionals and researchers with the knowledge to design and employ valid and reliable simulation-based team assessments. Information and actionable recommendations associated with creating assessments of team processes (non-technical 'teamwork' activities) and performance (demonstration of technical proficiency) are presented which provide direct guidance on how to Distinguish the underlying competencies one aims to assess, Elaborate the measures used to capture team member behaviours during simulation activities, Establish the content validity of these measures and Proceduralise the measurement tools in a way that is systematically aligned with the goals of the simulation activity while maintaining methodological rigour (DEEP). The DEEP framework targets fundamental principles and critical activities that are important for effective assessment, and should benefit healthcare educators, professionals and researchers seeking to design or enhance any simulation-based assessment effort.

When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator.

PubMed

Shin, Shung J; Zhou, Jing

2007-11-01

The authors examined conditions under which teams' educational specialization heterogeneity was positively related to team creativity. Using a sample of 75 research and development teams, the authors theorized and found that transformational leadership and educational specialization heterogeneity interacted to affect team creativity in such a way that when transformational leadership was high, teams with greater educational specialization heterogeneity exhibited greater team creativity. In addition, teams' creative efficacy mediated this moderated relationship among educational specialization heterogeneity, transformational leadership, and team creativity. The authors discuss the implications of these results for research and practice. (c) 2007 APA

KSC-2011-4167

NASA Image and Video Library

2011-05-28

CAPE CANAVERAL, Fla. -- At NASA Kennedy Space Center's Apollo/Saturn V Center, Jerry Hartman, Education Lead with the Exploration Systems Mission Directorate at NASA Headquarters and Susan Sawyer, Lunabotics Project Coordinator with ReDe/Critique, display the trophy the winning team will receive at the award ceremony for NASA's second annual Lunabotics Mining Competition. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India participated in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

Design of a professional development and support program for future photonics industry team leaders

NASA Astrophysics Data System (ADS)

Hall-Wallace, Michelle; Regens, Nancy L.; Pompea, Stephen M.

2002-05-01

The University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS) program sponsored by the National Science Foundation has found a successful way to unite public and charter school students and teachers, university science outreach programs, graduate and undergraduate students, and university faculty for the betterment of science education. A key aspect of this success has been the ability of the project to assist stakeholders in understanding the different cultural perspectives of all of the participants. The success of this program has led us to create a template for a professional development and support program emphasizing the degree of cross-cultural understanding appropriate for today's multinational photonics industry. This template is designed to give future photonics technical, managerial, and manufacturing leaders training in a variety of areas that can enhance their productivity and ability to lead teams. The design would be appropriate for photonics research and development teams, sales and marketing teams, teams with diverse members new college hires, and newly emplaced managers. This education template would also be appropriate for students in photonics industry technician and graduate- level programs. This type of program is not a substitute for other forms of professional managerial training, but rather augments such programs with material that can aid in a more global perspective.

KSC-2012-1759

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 1056 "The Moose," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is from Kissimmee, Fla., and consists of students from Osceola High School. More than 60 high school teams from took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1763

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 3132, called "Thunder Down Under," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Sydney, Australia. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1761

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 4024, which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Trinity Preparatory School in Winter Park, Fla. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1762

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 4064, which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from Vanguard High School in Ocala, Fla. More than 60 high school teams from throughout the country took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

Plant Research

NASA Technical Reports Server (NTRS)

1990-01-01

The Land's agricultural research team is testing new ways to sustain life in space as a research participant with Kennedy Space Center's Controlled Ecological Life Support System (CELSS). The Land, sponsored by Kraft General Foods, is an entertainment, research, and education facility at EPCOT Center, part of Walt Disney World. The cooperative effort is simultaneously a research and development program, a technology demonstration that provides the public to see high technology at work and an area of potential spinoff: the CELSS work may generate Earth use technology beneficial to the hydroponic (soilless growing) vegetable production industries of the world.

Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection.

PubMed

Nash, Whitney A; Hall, Lynne A; Lee Ridner, S; Hayden, Dedra; Mayfield, Theresa; Firriolo, John; Hupp, Wendy; Weathers, Chandra; Crawford, Timothy N

2018-07-01

In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. An interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs. Copyright © 2018. Published by Elsevier Ltd.

How interdisciplinary teams can create multi-disciplinary education: the interplay between team processes and educational quality.

PubMed

Stalmeijer, Renee E; Gijselaers, Wim H; Wolfhagen, Ineke H A P; Harendza, Sigrid; Scherpbier, Albert J J A

2007-11-01

Many undergraduate medical education programmes offer integrated multi-disciplinary courses, which are generally developed by a team of teachers from different disciplines. Research has shown that multi-disciplinary teams may encounter problems, which can be detrimental to productive co-operation, which in turn may diminish educational quality. Because we expected that charting these problems might yield suggestions for addressing them, we examined the relationships between team diversity, team processes and course quality. We administered a questionnaire to participants from 21 interdisciplinary teams from 1 Dutch and 1 German medical school, both of which were reforming their curriculum. An adapted questionnaire on team learning behaviours, which had been validated in business contexts, was used to collect data on team processes, team learning behaviours and diversity within teams. We examined the relationship between the team factors and educational quality measures of the courses designed by the teams. A total of 84 teachers (60%) completed the questionnaire. Bivariate correlation analysis showed that several aspects of diversity, conflict, working climate and learning behaviour were correlated with course quality. The negative effects of the diversity measures, notably, value diversity, on other team processes and course quality and the positive association between psychological safety and team learning suggest that educational quality might be improved by enhancing the functioning of multi-disciplinary teams responsible for course development. The relationship between team processes and educational quality should be studied among larger study populations. Student ratings should also be considered in measuring educational quality.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from the South Dakota School of Mines & Technology work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from the Illinois Institute of Technology work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

The Effect of Design Teams on Preservice Teachers' Technology Integration

ERIC Educational Resources Information Center

Johnson, Laurene D.

2012-01-01

This study examined the effect of a specific instructional approach called design teams on preservice teachers' attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world…

Continuous glucose monitoring technology for personal use: an educational program that educates and supports the patient.

PubMed

Evert, Alison; Trence, Dace; Catton, Sarah; Huynh, Peter

2009-01-01

The purpose of this article is to describe the development and implementation of an educational program for the initiation of real-time continuous glucose monitoring (CGM) technology for personal use, not 3-day CGMS diagnostic studies. The education program was designed to meet the needs of patients managing their diabetes with either diabetes medications or insulin pump therapy in an outpatient diabetes education center using a team-based approach. Observational research, complemented by literature review, was used to develop an educational program model and teaching strategies. Diabetes educators, endocrinologists, CGM manufacturer clinical specialists, and patients with diabetes were also interviewed for their clinical observations and experience. The program follows a progressive educational model. First, patients learn in-depth about real-time CGM technology by attending a group presensor class that provides detailed information about CGM. This presensor class facilitates self-selection among patients concerning their readiness to use real-time CGM. If the patient decides to proceed with real-time CGM use, CGM initiation is scheduled, using a clinic-centered protocol for both start-up and follow-up. Successful use of real-time CGM involves more than just patient enthusiasm or interest in a new technology. Channeling patient interest into a structured educational setting that includes the benefits and limitations of real-time CGM helps to manage patient expectations.

Through the Looking Glass: Real-Time Video Using 'Smart' Technology Provides Enhanced Intraoperative Logistics.

PubMed

Baldwin, Andrew C W; Mallidi, Hari R; Baldwin, John C; Sandoval, Elena; Cohn, William E; Frazier, O H; Singh, Steve K

2016-01-01

In the setting of increasingly complex medical therapies and limited physician resources, the recent emergence of 'smart' technology offers tremendous potential for improved logistics, efficiency, and communication between medical team members. In an effort to harness these capabilities, we sought to evaluate the utility of this technology in surgical practice through the employment of a wearable camera device during cardiothoracic organ recovery. A single procurement surgeon was trained for use of an Explorer Edition Google Glass (Google Inc., Mountain View, CA) during the recovery process. Live video feed of each procedure was securely broadcast to allow for members of the home transplant team to remotely participate in organ assessment. Primary outcomes involved demonstration of technological feasibility and validation of quality assurance through group assessment. The device was employed for the recovery of four organs: a right single lung, a left single lung, and two bilateral lung harvests. Live video of the visualization process was remotely accessed by the home transplant team, and supplemented final verification of organ quality. In each case, the organs were accepted for transplant without disruption of standard procurement protocols. Media files generated during the procedures were stored in a secure drive for future documentation, evaluation, and education purposes without preservation of patient identifiers. Live video streaming can improve quality assurance measures by allowing off-site members of the transplant team to participate in the final assessment of donor organ quality. While further studies are needed, this project suggests that the application of mobile 'smart' technology offers not just immediate value, but the potential to transform our approach to the practice of medicine.

Student Planetary Investigators: A Program to Engage Students in Authentic Research Using NASA Mission Data

NASA Astrophysics Data System (ADS)

Hallau, K.; Turney, D.; Beisser, K.; Edmonds, J.; Grigsby, B.

2015-12-01

The Student Planetary Investigator (PI) Program engages students in authentic scientific research using NASA mission data. This student-focused STEM (Science, Technology, Engineering and Math) program combines problem-based learning modules, Next Generation Science Standards (NGSS) aligned curriculum, and live interactive webinars with mission scientists to create authentic research opportunities and career-ready experiences that prepare and inspire students to pursue STEM occupations. Primarily for high school students, the program employs distance-learning technologies to stream live presentations from mission scientists, archive those presentations to accommodate varied schedules, and collaborate with other student teams and scientists. Like its predecessor, the Mars Exploration Student Data Team (MESDT) program, the Student PI is free and open to teams across the country. To date, students have drafted research-based reports using data from the Lunar Reconnaissance Orbiter Mini-RF instrument and the MESSENGER Mercury orbiter, with plans to offer similar programs aligned with additional NASA missions in the future pending available funding. Overall, the program has reached about 600 students and their educators. Assessments based on qualitative and quantitative data gathered for each Student PI program have shown that students gain new understanding about the scientific process used by real-world scientists as well as gaining enthusiasm for STEM. Additionally, it is highly adaptable to other disciplines and fields. The Student PI program was created by the Johns Hopkins University Applied Physics Laboratory (APL) Space Department Education and Public Outreach office with support from NASA mission and instrument science and engineering teams.

Interprofessional collaboration: three best practice models of interprofessional education

PubMed Central

Bridges, Diane R.; Davidson, Richard A.; Odegard, Peggy Soule; Maki, Ian V.; Tomkowiak, John

2011-01-01

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education. The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program. PMID:21519399

Interprofessional collaboration: three best practice models of interprofessional education.

PubMed

Bridges, Diane R; Davidson, Richard A; Odegard, Peggy Soule; Maki, Ian V; Tomkowiak, John

2011-04-08

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education.The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership.One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program.

Using Social Media for the Promotion of Education and Consultation in Adolescents Who Have Undergone Kidney Transplant: Protocol for a Randomized Control Trial.

PubMed

Pase, Claudiana; Mathias, Andréia Dias; Garcia, Clotilde Druck; Garcia Rodrigues, Clarissa

2018-01-09

Falling ill represents a traumatic experience especially in adolescence, since in addition to the moments of ambiguity and contradictions that this period brings, there is coping with the disease. Renal transplantation provides a better quality of life but the dependence on dialysis is replaced by the greater responsibility of self-care. With advances in technology, contemporary communication methods are a strategic mechanism for the approximation of the adolescent and the multiprofessional team. In this perspective, our research may provide possible changes and propose alternatives, using social networks for the integration of the multiprofessional team, promoting education within a virtual environment for adolescents who have undergone kidney transplants. The goal of our research is to compare the knowledge, satisfaction, and self-esteem of adolescent renal transplant patients in 2 groups: patients undergoing conventional treatment versus patients undergoing conventional treatment plus the full-time use of social networks to aid in education and consultation. Nonblind randomized clinical trial with 128 adolescents (aged 13 to 21 years) divided in 2 groups: the first group will receive conventional care and the second group will be invited to participate in a secret group on the social network Facebook. This group will be used as a new education platform to involve young renal transplant patients to participate in the guidelines provided to them by the multiprofessional team. An environment for learning and exchanging life experiences will be created by using a well-known technology among adolescents. As a low-cost intervention, it will allow a better interaction between the patient and the transplant team. It is expected that the adolescents will improve their knowledge about the disease also increasing their self-esteem and the treatment adhesion. Health professionals need to seek alternatives when educating patients, focusing on easily understandable ways for effective guidance. In the adolescent population, it is understood that the use of technology as support in education is a fundamental tool for this age group. The proposed project will directly benefit adolescent renal transplant patients as it uses language aimed directly at the target demographic. It attempts to overcome the traditional model by being more in contact with the current generation. This approach makes the content easier to assimilate and, consequently, increases understanding. ClinicalTrials.gov: NCT03214965; https://clinicaltrials.gov/ct2/show/NCT02239354 (Archived by Webcite at http://www.webcitation.org/6wKnYrFGx). ©Claudiana Pase, Andréia Dias Mathias, Clotilde Druck Garcia, Clarissa Garcia Rodrigues. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 09.01.2018.

KSC-2012-1757

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks to teams that are participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1753

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- Former space shuttle launch directors, Bob Sieck, left, and Mike Leinbach, right, talk with high school teams that are competing in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

The Techy Teacher/Team Teaching from a Distance

ERIC Educational Resources Information Center

Tucker, Catlin

2016-01-01

In this brief article, Windsor High School (California) English language arts teacher Catlin Tucker describes how advancements in technology have not only allowed her students to connect, communicate, and collaborate with peers beyond the classroom, it has also done the same for her as an educator. In 2010, Tucker began blogging as an outlet for…

Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach

ERIC Educational Resources Information Center

Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold

2013-01-01

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…

Team Teaching in the Saturday Morning Search for Solutions.

ERIC Educational Resources Information Center

Solomon, Pearl G.; And Others

The Marie Curie Mathematics and Science Center at St. Thomas Aquinas College (New York), in a comprehensive effort to improve mathematics and science education, offers the Saturday Morning Search for Solutions enrichment program for area students in grades 7-12. The program is interdisciplinary, connecting technology and the study of societal…

Blending Communities and Team-Based Learning in a Programming Course

ERIC Educational Resources Information Center

Cabrera, Ignacio; Villalon, Jorge; Chavez, Jorge

2017-01-01

In recent years, engineering education teachers have needed to incorporate technology-supported collaboration to enhance learning. Implementing these activities requires course redesign, which must be meticulous for their full potential to be reached. This can require a lot of work for first time users, which can be a barrier to implementation.…

Integrating Healthcare Ethical Issues into IS Education

ERIC Educational Resources Information Center

Cellucci, Leigh W.; Layman, Elizabeth J.; Campbell, Robert; Zeng, Xiaoming

2011-01-01

Federal initiatives are encouraging the increase of IS graduates to work in the healthcare environment because they possess knowledge of datasets and dataset management that are key to effective management of electronic health records (EHRs) and health information technology (IT). IS graduates will be members of the healthcare team, and as such,…

An Example-Centric Tool for Context-Driven Design of Biomedical Devices

ERIC Educational Resources Information Center

Dzombak, Rachel; Mehta, Khanjan; Butler, Peter

2015-01-01

Engineering is one of the most global professions, with design teams developing technologies for an increasingly interconnected and borderless world. In order for engineering students to be proficient in creating viable solutions to the challenges faced by diverse populations, they must receive an expe­riential education in rigorous engineering…

TLE TeachLive™: Using Technology to Provide Quality Professional Development in Rural Schools

ERIC Educational Resources Information Center

Dieker, Lisa A.; Hynes, Michael C.; Hughes, Charles E.; Hardin, Stacey; Becht, Kathleen

2015-01-01

Rural schools face challenges in training and retaining qualified teachers, especially special education personnel. This article describes how an interdisciplinary team at the University of Central Florida developed TLE TeachLivE™, a virtual reality application designed to serve as a classroom simulation to support teachers and administrators to…

The Dynamics of Multicultural NPD Teams in Virtual Environments

ERIC Educational Resources Information Center

Fain, Nusa; Kline, Miro

2013-01-01

Changes in the business environment, responses of companies to these changes and the available information and communication technologies (ICT) pose a number of challenges to present and future product developers, as well as to educational institutions. An appropriate response to these challenges is to create a solid basis for strategies to combat…

Design Thinking in Elementary Students' Collaborative Lamp Designing Process

ERIC Educational Resources Information Center

Kangas, Kaiju; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai

2013-01-01

Design and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students' design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal…

NREL: News - Students Recognized for Creativity during Energy Education

Science.gov Websites

Middle School, third place; Horizon Community Middle School's car, "Bueblur," fourth place; and technology, craftsmanship and innovation were given to teams from Moore Middle School, first place; Manning Army, Xcel Energy and the Kaiser-Hill Company. As part of the K'NEX Design Contest, nine middle-school

Blended Learning and Team Teaching: Adapting Pedagogy in Response to the Changing Digital Tertiary Environment

ERIC Educational Resources Information Center

Crawford, Renée; Jenkins, Louise

2017-01-01

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace…

Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space

ERIC Educational Resources Information Center

Kim, Paul; Hong, Ji-Seong; Bonk, Curtis; Lim, Gloria

2011-01-01

A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education.…

The Importance of Mixing Virtual and Real Information in Games

NASA Astrophysics Data System (ADS)

Gaonach, H.

2014-12-01

Educational technology is rapidly evolving, today's classrooms are replete with ipads, iphones, interactive white boards, and other Internet tools and gadgets. However we mustn't be diverted by the technology and lose the basic focus on the communication of scientific ideas to the students. What do we want to teach them? I will present new educational kits including games about active volcanoes as well as climates and climate change. These tools have been created for 8-12 year olds who play on teams. The teams use question-cards and basic geographic knowledge to move on a regular play board by answering scientific questions. In addition to learning the science, through interpreting latitudes and longitudes, children will better understand the link between Google map and the world map after such exercises! With their teacher, they will be able to play with traditional pieces but also use tablets or computers to listen to videos as well as obtain additional subject related questions and activities. In this way, the Web is an infinite extension of the regular game played on a table with physical pieces. Let's see how it works!

Brazilian experiments in Mobile Learning for Health Professionals.

PubMed

Pereira, Samáris Ramiro; Loddi, Sueli Aparecida; Larangeira, Valmir Aparecido; Labrada, Luis; Bandiera-Paiva, Paulo

2013-01-01

The Distance Education has evolved with the available technology in each new decade. The evolution and spread of mobile technology from year 2000s enabled their migration to this new platform: The Mobile Learning. Making it possible for professionals and students can carry with multimedia tools with Internet access to learning tools or professional references. This new concept fits very well the needs of Health, in which students must absorb and put into practice large amounts of technical knowledge, and also professionals must stay constantly updated. Distance Education in Health has received prominence in Brazil. A country of a geographically dispersed group of professionals, and research & training centers concentrated in the capitals. Updating field teams is a difficult task, but the information has access to modern technologies, which contribute to the teachers who use them. This paper, through the methodology of literature review, presents technology experiments in health environments and their considerations.

LEARNERS: Interdisciplinary Learning Technology Projects Provide Visualizations and Simulations for Use of Geospatial Data in the Classroom

NASA Astrophysics Data System (ADS)

Farrell, N.; Hoban, S.

2001-05-01

The NASA Leading Educators to Applications, Research and NASA-related Educational Resources in Science (LEARNERS) initiative supports seven projects for enhancing kindergarten-to-high school science, geography, technology and mathematics education through Internet-based products derived from content on NASA's mission. Topics incorporated in LEARNERS projects include remote sensing of the Earth for agriculture and weather/climate studies, virtual exploration of remote worlds using robotics and digital imagery. Learners are engaged in inquiry or problem-based learning, often assuming the role of an expert scientist as part of an interdisciplinary science team, to study and explain practical problems using real-time NASA data. The presentation/poster will demonstrate novel uses of remote sensing data for K-12 and Post-Secondary students. This will include the use of visualizations, tools for educators, datasets, and classroom scenarios.

KSC-2012-1743

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- High school teams compete in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. On the left is Team 3502, called "The Octo Pie-Rates," which is comprised of students from School for Arts and Innovative Learning SAIL High School in Tallahassee. On the right is Team 3164, called "Tiger Robotics," which is comprised of students from Jesuit and The Academy of the Holy Names high schools in Tampa, Fla. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

Final Scientific/Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, R. C.; McCarley, T. M.

2006-05-04

The overall goal of this project was to establish an education and training program in biobased products at Iowa State University (ISU). In particular, a graduate program in Biorenewable Resources and Technology (BRT) was to be established as a way of offering students advanced study in the use of plant- and crop-based resources in the production of biobased products. The program was to include three fundamental elements: an academic program, a research program, and industrial interactions. The academic program set out to introduce a new graduate major in Biorenewable Resources and Technology. Unlike other schools, which only offer certificates ormore » areas of emphasis in biobased products, Iowa State University offers both M.S. and Ph.D degrees through its graduate program. Core required courses in Biorenewable Resources and Technology include a foundation course entitled Fundamentals of Biorenewable Resources (BRT 501); a seminar course entitled Biobased Products Seminar (BRT 506); a laboratory course, and a special topics laboratory course. The foundation course is a three-credit course introducing students to basic concepts in biorenewable resources and technology. The seminar course provides students with an opportunity to hear from nationally and internationally recognized leaders in the field. The laboratory requirement is a 1-credit laboratory course or a special topics laboratory/research experience (BRT 591L). As part of student recruitment, quarter-time assistantships from DOE funds were offered to supplement assistantships provided by faculty to students. Research was built around platform teams in an effort to encourage interdisciplinary research and collaborative student learning in biorenewable resources. A platform is defined as the convergence of enabling technologies into a highly integrated system for transforming a specific feedstock into desired products. The platform teams parallel the way industry conducts research and product development. Platform teams organize faculty and students for cross-disciplinary, systems-oriented research and collaborative learning. To date, nine platforms have been developed, although these will most likely be reorganized into a smaller number of broader topics. In the spring of 2004, BRT faculty initiated a regional partnership and collaborative learning program with colleagues at the University of Minnesota, Kansas State University, and South Dakota State University to develop distance education courses in biorenewable resources and technology. As a fledgling graduate program, the BRT graduate program didn’t have the breadth of resources to offer a large number of courses in biorenewables. Other schools faced a similar problem. The academic consortium as first conceived would allow students from the member schools to enroll in biorenewables courses from any of the participating schools, which would assure the necessary enrollment numbers to offer specialized course work. Since its inception, the collaborative curriculum partnership has expanded to include Louisiana State University and the University of Wisconsin. A second international curriculum development campaign was also initiated in the spring of 2004. In particular, several BRT faculty teamed with colleagues at the University of Arkansas, University of Washington, University of Gent (Belgium), National Polytechnic Institute of Toulouse (France), and Technical University of Graz (Austria) to develop an EU-US exchange program in higher education and vocational education/training (entitled “Renewable Resources and Clean Technology”).« less

A Systematic Review of Reviews Evaluating Technology-Enabled Diabetes Self-Management Education and Support.

PubMed

Greenwood, Deborah A; Gee, Perry M; Fatkin, Kathy J; Peeples, Malinda

2017-09-01

Since the introduction of mobile phones, technology has been increasingly used to enable diabetes self-management education and support. This timely systematic review summarizes how currently available technology impacts outcomes for people living with diabetes. A systematic review of high quality review articles and meta analyses focused on utilizing technology in diabetes self-management education and support services was conducted. Articles were included if published between January 2013 and January 2017. Twenty-five studies were included for analysis. The majority evaluated the use of mobile phones and secure messaging. Most studies described healthy eating, being active and metabolic monitoring as the predominant self-care behaviors evaluated. Eighteen of 25 reviews reported significant reduction in A1c as an outcome measure. Four key elements emerged as essential for improved A1c: (1) communication, (2) patient-generated health data, (3) education, and (4) feedback. Technology-enabled diabetes self-management solutions significantly improve A1c. The most effective interventions incorporated all the components of a technology-enabled self-management feedback loop that connected people with diabetes and their health care team using 2-way communication, analyzed patient-generated health data, tailored education, and individualized feedback. The evidence from this systematic review indicates that organizations, policy makers and payers should consider integrating these solutions in the design of diabetes self-management education and support services for population health and value-based care models. With the widespread adoption of mobile phones, digital health solutions that incorporate evidence-based, behaviorally designed interventions can improve the reach and access to diabetes self-management education and ongoing support.

75 FR 20388 - International Business Machines Corporation, Global Technology Services Business Unit, Integrated...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-19

... Expense Team, Working From Various States in the United States, Including On-Site Leased Workers From... Technology Services Business Unit, Integrated Technology Services, Cost and Expense Team working from various... Technology Services Business Unit, Integrated Technology Services, Cost and Expense Team. The Department has...

Guiding Principles for Team-Based Pediatric Care.

PubMed

Katkin, Julie P; Kressly, Susan J; Edwards, Anne R; Perrin, James M; Kraft, Colleen A; Richerson, Julia E; Tieder, Joel S; Wall, Liz

2017-07-24

The American Academy of Pediatrics (AAP) recognizes that children's unique and ever-changing needs depend on a variety of support systems. Key components of effective support systems address the needs of the child and family in the context of their home and community and are dynamic so that they reflect, monitor, and respond to changes as the needs of the child and family change. The AAP believes that team-based care involving medical providers and community partners (eg, teachers and state agencies) is a crucial and necessary component of providing high-quality care to children and their families. Team-based care builds on the foundation of the medical home by reaching out to a potentially broad array of participants in the life of a child and incorporating them into the care provided. Importantly, the AAP believes that a high-functioning team includes children and their families as essential partners. The overall goal of team-based care is to enhance communication and cooperation among the varied medical, social, and educational partners in a child's life to better meet the global needs of children and their families, helping them to achieve their best potential. In support of the team-based approach, the AAP urges stakeholders to invest in infrastructure, education, and privacy-secured technology to meet the needs of children. This statement includes limited specific examples of potential team members, including health care providers and community partners, that are meant to be illustrative and in no way represent a complete or comprehensive listing of all team members who may be of importance for a specific child and family. Copyright © 2017 by the American Academy of Pediatrics.

Embedded Librarian as Research Team Member.

PubMed

Brahmi, Frances A; Kaplan, F Thomas D

2017-03-01

Adding a librarian to an upper extremity surgical and therapy practice has many advantages (educational, research, remaining on the cutting edge of technology). As an embedded team member, the librarian at the Indiana Hand to Shoulder Center prepares literature reviews, creates Google Scholar Alerts for individual clinicians, and introduces developing technologies such as 3-dimensional printers, Smartphone Apps, and online access to nontraditional resources. With the librarian relieving clinicians of these responsibilities, surgeons can devote more time to clinical and research activities. Private practices unable to support their own librarian could share access to a librarian via Skype, Face Time, and video conferencing. Another small practice alternative is contracting services from a local medical school library that designates a librarian as its liaison. Copyright © 2017 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

KSC-2012-1765

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with a member of Team 3502, called "The Octo Pie-Rates," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from the School for Arts and Innovative Learning SAIL High School in Tallahassee. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1764

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of Team 3502, called "The Octo Pie-Rates," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is made up of students from the School for Arts and Innovative Learning SAIL High School in Tallahassee. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

KSC-2012-1758

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- NASA Kennedy Space Center Director Bob Cabana talks with members of the "12 Volt Bolt Team," which is participating in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. The team is from Eustis, Fla., and consists of students from many Lake County schools, including Mt. Dora High, Eustis High, Tavares High, Mt. Dora Bible and homeschooled students. More than 60 high school teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

Motives of 21st-Century-Skills Group Questioned

ERIC Educational Resources Information Center

Sawchuk, Stephen

2009-01-01

Depending on whom one asks, "21st-century skills" can mean different things: technology literacy, the ability to analyze and apply knowledge, a knack for working effectively with colleagues in teams. In what is probably its most visible form for educators, though, the term refers to the work of the Partnership for 21st Century Skills, the Tucson,…

Lesson Study in Prospective Mathematics Teacher Education: Didactic and Paradidactic Technology in the Post-Lesson Reflection

ERIC Educational Resources Information Center

Rasmussen, Klaus

2016-01-01

This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondary prospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson study format. Nevertheless, it is demonstrated…

Scrum Methodology in Higher Education: Innovation in Teaching, Learning and Assessment

ERIC Educational Resources Information Center

Jurado-Navas, Antonio; Munoz-Luna, Rosa

2017-01-01

The present paper aims to detail the experience developed in a classroom of English Studies from the Spanish University of Málaga, where an alternative project-based learning methodology has been implemented. Such methodology is inspired by scrum sessions widely extended in technological companies where staff members work in teams and are assigned…

The Relation of Physics Teachers' Leadership with Burnout Levels and Attitudes towards Change. Turkey Case

ERIC Educational Resources Information Center

Tortop, Hasan Said

2012-01-01

Nowadays, leadership concept has changed into ability to work with team behaviour from doing something alone It is inevitable that school managements include their teachers to the leadership concept. Leadership of physics teachers who educate necessary individuals for developing society in views of technologically and scientifically is important.…

The Internet and the Humanities: The Human Side of Networking. The Future of Networking Technologies for Learning.

ERIC Educational Resources Information Center

Riel, Margaret

This paper focuses on the human side of networking in education, emphasizing that people working together can create new solutions to old problems. Discussion includes increased links to information through the Internet and new resources entering the classroom; team-teaching, cooperative learning, and learner-centered instruction; and distance…

Doctoral Students' Experience with Using the Reflecting Team Model of Supervision Online

ERIC Educational Resources Information Center

Sindlinger, Jodi

2011-01-01

Evidence of the increasing use of technology in counselor education is indicated by the increase in journal articles, programs, websites, and books on this topic (Albrecht & Jones, 2001; Layne & Hohenshil, 2005). The Internet has emerged as an important tool in the training and supervision of counseling students (Conn, Roberts, & Powell, 2009;…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu

2017-01-01

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

STUDY AND DEVELOPMENT OF SHOP-CENTERED TEAM TEACHING FOR POTENTIAL HIGH SCHOOL DROP-OUTS.

ERIC Educational Resources Information Center

ODELL, WILLIAM R.

A RATIONALE AND PROCEDURE FOR THE EFFECTIVE VOCATIONAL EDUCATION OF LOW ACHIEVING HIGH SCHOOL STUDENTS WAS DEVELOPED FROM AN ANALYSIS OF 13 HIGH SCHOOL PROGRAMS IN 10 SAN FRANCISCO BAY AREA SCHOOL SYSTEMS WHERE THE RICHMOND PRE-ENGINEERING TECHNOLOGY PROGRAM WAS UNDER OPERATION. EXPERIMENTAL EFFORTS WERE MADE TO ESTABLISH SHOP-CENTERED TEAM…

Using Mars Mission Analogs and Authentic Experiences to Stimulate STEM Learning in K-14 Students

NASA Astrophysics Data System (ADS)

Klug, S. L.; Grigsby, B.; Valderrama, P.; Watt, K.

2005-12-01

Today, in many of the classrooms across our nation, K-12 educators are finding it more difficult to engage their students in the subjects that will help them to succeed to a more productive way of life - science, technology, engineering, and math (STEM). Finally, add to this formidable task a diverse set of learners (demographically and skill level) of an average classroom and the constraints of high stakes testing. Quite a challenge, indeed! The Arizona State University (ASU) Mars Education Program, in partnership with the Jet Propulsion Laboratory Mars Public Engagement Team have created programming, curriculum, and activities that help to bridge the gap between STEM learning and student interest. Starting with the Standards in the STEM areas - the areas which teachers are tasked to teach already, our team has modeled the STEM-based curriculum after the way that NASA's Mars team conducts their work and research. There is much challenge in the statement "Science for All Americans" when it comes to applying it equally to all classrooms across the U.S. To make sure that these curricular materials and hands-on experiences are available to any teacher and student, the ASU Mars Education Program has adopted a "high-tech, low-tech, and no-tech" approach. In other words, materials and programming have to be available and doable with whatever capabilities a classroom might possess. Using this approach, successful examples of Mars-based educational materials include Marsbound and the Mars Student Imaging Project. The Marsbound simulation is based on National Technology Standards and seemingly low tech. However, the simplicity of this simulation is quickly forgotten as it follows the familiar NASA scenario of building a mission to Mars with engineering constraints. Student teams use a set of equipment cards and a playmat (both available at no cost) to build their mission and balance it according to the constraints given. Students soon realize there is a lot of complexity to achieve science goals, populate a spacecraft with a meaningful payload for science return, not exceed mass margins, and stay within budget. A full set of Standards-based activities and curriculum are also available for the teacher at the same website. The Mars Student Imaging Project (MSIP) is an authentic research experience available to 5th grade - early college student teams across the U.S. During this program, students formulate a question about Mars, write a proposal, and target an image at Mars using the Thermal Emission Imaging System camera (THEMIS) onboard the Mars Odyssey spacecraft. The students then analyze the image and report their findings to NASA. As of June 2005, over 10,000 students have participated in MSIP. The data gathered on this program shows a high rate of interest in students of all ages, demographics, skill levels, and diverse audiences. To sustain our country and the ability to be a nation that will continue to lead and move forward educationally, technologically, and scientifically, we as educators and trainers of educators must persevere to reach diverse audiences in ways that will resonate with our customers - the students. We must pay attention to important issues such as accessibility, cost, Standards, teacher concerns and student interest.

Making Geoscience Data Relevant for Students, Teachers, and the Public

NASA Astrophysics Data System (ADS)

Taber, M.; Ledley, T. S.; Prakash, A.; Domenico, B.

2009-12-01

The scientific data collected by government funded research belongs to the public. As such, the scientific and technical communities are responsible to make scientific data accessible and usable by the educational community. However, much geoscience data are difficult for educators and students to find and use. Such data are generally described by metadata that are narrowly focused and contain scientific language. Thus, data access presents a challenge to educators in determining if a particular dataset is relevant to their needs, and to effectively access and use the data. The AccessData project (EAR-0623136, EAR-0305058) has developed a model for bridging the scientific and educational communities to develop robust inquiry-based activities using scientific datasets in the form of Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) chapters. EET chapters provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. The AccessData model involves working directly with small teams made up of data providers from scientific data archives or research teams, data analysis tool specialists, scientists, curriculum developers, and educators (AccessData, http://serc.carleton.edu/usingdata/accessdata). The process involves a number of steps including 1) building of the team; 2) pre-workshop facilitation; 3) face-to-face 2.5 day workshop; 4) post-workshop follow-up; 5) completion and review of the EET chapter. The AccessData model has been evolved over a series of six annual workshops hosting ~10 teams each. This model has been expanded to other venues to explore expanding its scope and sustainable mechanisms. These venues include 1) workshops focused on the data collected by a large research program (RIDGE, EarthScope); 2) a workshop focused on developing a citizen scientist guide to conducting research; and 3) facilitating a team on an annual basis within the structure of the Federation of Earth Science Information Partners (ESIP Federation), leveraging their semi-annual meetings. In this presentation we will describe the AccessData model of making geoscience data accessible and usable in educational contexts from the perspective of both the organizers and from a team. We will also describe how this model has been adapted to other contexts to facilitate a broader reach of geoscience data.

NASA technology applications team: Applications of aerospace technology

NASA Technical Reports Server (NTRS)

1993-01-01

This report covers the activities of the Research Triangle Institute (RTI) Technology Applications Team for the period 1 October 1992 through 30 September 1993. The work reported herein was supported by the National Aeronautics and Space Administration (NASA), Contract No. NASW-4367. Highlights of the RTI Applications Team activities over the past year are presented in Section 1.0. The Team's progress in fulfilling the requirements of the contract is summarized in Section 2.0. In addition to our market-driven approach to applications project development, RTI has placed increased effort on activities to commercialize technologies developed at NASA Centers. These Technology Commercialization efforts are summarized in Section 3.0. New problem statements prepared by the Team in the reporting period are presented in Section 4.0. The Team's transfer activities for ongoing projects with the NASA Centers are presented in Section 5.0. Section 6.0 summarizes the status of four add-on tasks. Travel for the reporting period is described in Section 7.0. The RTI Team staff and consultants and their project responsibilities are listed in Appendix A. Appendix B includes Technology Opportunity Announcements and Spinoff! Sheets prepared by the Team while Appendix C contains a series of technology transfer articles prepared by the Team.

The Design of Individual Knowledge Sharing Platform Based on Blog for Online Information Literacy Education

NASA Astrophysics Data System (ADS)

Qun, Zeng; Xiaocheng, Zhong

Knowledge sharing means that an individual, team and organization share the knowledge with other members of the organization in the course of activities through the various ways. This paper analyzes the obstacle factors in knowledge sharing based on the technical point, and chooses the Blog technology to build a platform for improving knowledge sharing between individuals. The construction of the platform is an important foundation for information literacy education, and it also can be used to achieve online information literacy education. Finally, it gives a detailed analysis of its functions, advantages and disadvantages.

Workshop report: US-China workshop on smart structures and smart systems

NASA Astrophysics Data System (ADS)

Tomizuka, Masayoshi

2006-03-01

A Joint U.S.-China workshop on the topic of Integrated Sensing Systems, Mechatronics and Smart Structures Technologies was held in Jinan, China in October 2005 to evaluate the current status of research and education in the topic areas in the United States and China, to identify critical and strategic research and educational issues of mutual interest, and to identify joint research projects and potential research teams for collaborative research activities. The workshop included a series of presentations by leading researchers and educators from the United States and China and group discussions on the workshop objectives.

Teams in Education: Creating an Integrated Approach.

ERIC Educational Resources Information Center

Arcaro, Jerome S.

This handbook is designed to help educational professionals develop cross-functional or departmental quality teams. Nine chapters focus on: (1) the concept of Total Quality Management (TQM) and 14 points for quality in education; (2) team goals and formation; (3) stages of successful team building; (4) the development of quality task teams; (5)…

Technical Education Outreach in Materials Science and Technology Based on NASA's Materials Research

NASA Technical Reports Server (NTRS)

Jacobs, James A.

2003-01-01

The grant NAG-1 -2125, Technical Education Outreach in Materials Science and Technology, based on NASA s Materials Research, involves collaborative effort among the National Aeronautics and Space Administration s Langley Research Center (NASA-LaRC), Norfolk State University (NSU), national research centers, private industry, technical societies, colleges and universities. The collaboration aims to strengthen math, science and technology education by providing outreach related to materials science and technology (MST). The goal of the project is to transfer new developments from LaRC s Center for Excellence for Structures and Materials and other NASA materials research into technical education across the nation to provide educational outreach and strengthen technical education. To achieve this goal we are employing two main strategies: 1) development of the gateway website and 2) using the National Educators Workshop: Update in Engineering Materials, Science and Technology (NEW:Updates). We have also participated in a number of national projects, presented talks at technical meetings and published articles aimed at improving k-12 technical education. Through the three years of this project the NSU team developed the successful MST-Online site and continued to upgrade and update it as our limited resources permitted. Three annual NEW:Updates conducted from 2000 though 2002 overcame the challenges presented first by the September 11,2001 terrorist attacks and the slow U.S. economy and still managed to conduct very effective workshops and expand our outreach efforts. Plans began on NEW:Update 2003 to be hosted by NASA Langley as a part of the celebration of the Centennial of Controlled Flight.

Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caille, Gary

The collective goals of this effort include: 1) reach all facets of this society with education regarding electric vehicles (EV) and plug–in hybrid electric vehicles (PHEV), 2) prepare a workforce to service these advanced vehicles, 3) create web–based learning at an unparalleled level, 4) educate secondary school students to prepare for their future and 5) train the next generation of professional engineers regarding electric vehicles. The Team provided an integrated approach combining secondary schools, community colleges, four–year colleges and community outreach to provide a consistent message (Figure 1). Colorado State University Ventures (CSUV), as the prime contractor, plays a keymore » program management and co–ordination role. CSUV is an affiliate of Colorado State University (CSU) and is a separate 501(c)(3) company. The Team consists of CSUV acting as the prime contractor subcontracted to Arapahoe Community College (ACC), CSU, Motion Reality Inc. (MRI), Georgia Institute of Technology (Georgia Tech) and Ricardo. Collaborators are Douglas County Educational Foundation/School District and Gooru (www.goorulearning.org), a nonprofit web–based learning resource and Google spin–off.« less

SHARED TECHNOLOGY TRANSFER PROGRAM

DOE Office of Scientific and Technical Information (OSTI.GOV)

GRIFFIN, JOHN M. HAUT, RICHARD C.

2008-03-07

The program established a collaborative process with domestic industries for the purpose of sharing Navy-developed technology. Private sector businesses were educated so as to increase their awareness of the vast amount of technologies that are available, with an initial focus on technology applications that are related to the Hydrogen, Fuel Cells and Infrastructure Technologies (Hydrogen) Program of the U.S. Department of Energy. Specifically, the project worked to increase industry awareness of the vast technology resources available to them that have been developed with taxpayer funding. NAVSEA-Carderock and the Houston Advanced Research Center teamed with Nicholls State University to catalog NAVSEA-Carderockmore » unclassified technologies, rated the level of readiness of the technologies and established a web based catalog of the technologies. In particular, the catalog contains technology descriptions, including testing summaries and overviews of related presentations.« less

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

The tablet device in hospital neurology and in neurology graduate medical education: a preliminary study.

PubMed

George, Pravin; Newey, Christopher R; Bhimraj, Adarsh

2015-01-01

There is limited literature on tablet devices for neurohospitalists and in neurological graduate medical education. This study evaluated utilization, benefits, and limitations of customized tablets on inpatient neurology practice and resident education. The hypothesis was the perception of the tablet would be positive, given their portability, convenience to accessing point-of-care reference, and accessibility to the electronic medical record. Second-generation iPads with neurology-specific applications and literature were provided to our in-hospital general, stroke, and consult neurology teams. After 1 year, residents on these teams were surveyed on demographic data, familiarity, and utilization of the iPad and their perceptions of the device. All 27 residents responded to the survey. Most participants (23 of 27) used a tablet while on inpatient service. Twelve regularly utilized the neurology-specific apps and/or accessed scientific articles. Technologically savvy residents felt significantly more comfortable using tablets and were more quickly acquainted with the features. Thirteen respondents wanted a formal orientation on the advanced features of the tablet independent of their familiarity with the device or level of technological comfort. Overall, the perception was that the tablet was beneficial for inpatient clinical care and as an educational reference. Participants became easily familiarized with the device features quickly, regardless of whether they owned one previously or not. Most physicians indicated interest in advanced features of tablets; however, a formal orientation may be beneficial for optimal utilization. A reliable network connection is essential to in-hospital use of tablet devices. Additional research pertaining to patient outcomes, objective educational benefit, and cost-effectiveness is necessary.

Hidden Disruptions: Technology and Technological Literacy as Influences on Professional Writing Student Teams

ERIC Educational Resources Information Center

McGrady, Lisa

2010-01-01

This article reports on a study designed to explore whether and in what ways individual students' technological literacies might impact collaborative teams. For the collaborative team discussed in this article, technological literacy--specifically, limited repertoires for solving technical problems, clashes between document management strategies,…

Exploring the value of technology to stimulate interprofessional discussion and education: a needs assessment of emergency medicine professionals.

PubMed

Riley, Jennifer; McGowan, Melissa; Rozmovits, Linda

2014-06-30

The emergency department (ED) is an environment fraught with increasing patient volumes, competing priorities, fluctuating information, and ad hoc interprofessional clinical teams. Limited time is available to reflect on and discuss clinical experiences, policies, or research with others on the involved team. Online resources, such as webcasts and blogs, offer an accessible platform for emergency shift workers to engage in interprofessional discussion and education. Our objective was to explore the current opportunities for shared learning and discussion and to discover the potential of online resources to foster and facilitate interprofessional education within an academic tertiary emergency department community. A qualitative study using semistructured interviews was conducted to solicit participants' views of the current culture of IPE in the ED, the potential value of introducing new online resources and technology in support of IPE, and possible barriers to uptake. Participation was voluntary and participants provided verbal informed consent. Online resources discussed included webcasts, interactive discussion forums, websites, and dashboard with links to central repositories. Identified barriers to uptake of new online resources were an unwillingness to "work" off-shift, a dislike of static one-directional communication, concerns with confidentiality, and the suggestion that new resources would be used by only a select few. Owing to the sensitive dynamics of emergency medicine-and the preference among its professional staff to foster interprofessional discussion and education through personal engagement, in an unhurried, non-stressful environment-introducing and investing in online resources should be undertaken with caution.

Pharmacy students' attitudes towards physician-pharmacist collaboration: Intervention effect of integrating cooperative learning into an interprofessional team-based community service.

PubMed

Wang, Jun; Hu, Xiamin; Liu, Juan; Li, Lei

2016-09-01

The aim of this study was to evaluate the attitudes towards physician-pharmacist collaboration among pharmacy students in order to develop an interprofessional education (IPE) opportunity through integrating cooperative learning (CL) into a team-based student-supported community service event. The study also aimed to assess the change in students' attitudes towards interprofessional collaboration after participation in the event. A bilingual version of the Scale of Attitudes Toward Physician-Pharmacist Collaboration (SATP(2)C) in English and Chinese was completed by pharmacy students enrolled in Wuhan University of Science and Technology, China. Sixty-four students (32 pharmacy students and 32 medical students) in the third year of their degree volunteered to participate in the IPE opportunity for community-based diabetes and hypertension self-management education. We found the mean score of SATP(2)C among 235 Chinese pharmacy students was 51.44. Cronbach's alpha coefficient was 0.90. Our key finding was a significant increase in positive attitudes towards interprofessional collaboration after participation in the IPE activity. These data suggest that there is an opportunity to deliver IPE in Chinese pharmacy education. It appears that the integration of CL into an interprofessional team-based community service offers a useful approach for IPE.

Earth Science Resource Teachers: A Mentor Program for NASA's Explorer Schools

NASA Astrophysics Data System (ADS)

Ireton, F.; Owens, A.; Steffen, P. L.

2004-12-01

Each year, the NASA Explorer Schools (NES) program establishes a three-year partnership between NASA and 50 school teams, consisting of teachers and education administrators from diverse communities across the country. While partnered with NASA, NES teams acquire and use new teaching resources and technology tools for grades 4 - 9 using NASA's unique content, experts and other resources. Schools in the program are eligible to receive funding (pending budget approval) over the three-year period to purchase technology tools that support science and mathematics instruction. Explorer School teams attend a one-week summer institute at one of NASA's field centers each summer. The weeklong institutes are designed to introduce the teachers and administrators to the wealth of NASA information and resources available and to provide them with content background on NASA's exploration programs. During the 2004 summer institutes at Goddard Space Flight Center (GSFC) the National Earth Science Teachers Association (NESTA) entered into a pilot program with NES to test the feasibility of master teachers serving as mentors for the NES teams. Five master teachers were selected as Earth Science Resource Teachers (ESRT) from an application pool and attended the NES workshop at GSFC. During the workshop they participated in the program along side the NES teams which provided the opportunity for them to meet the teams and develop a rapport. Over the next year the ESRT will be in communication with the NES teams to offer suggestions on classroom management, content issues, classroom resources, and will be able to assist them in meeting the goals of NES. This paper will discuss the planning, selection, participation, outcomes, costs, and suggestions for future ESRT mentorship programs.

KSC-2012-1754

NASA Image and Video Library

2012-03-09

ORLANDO, Fla. -- Former space shuttle launch director, Bob Sieck, left, and NASA Kennedy Space Center Associate Director Kelvin Manning, right, talk amongst high school teams that are competing in the regional FIRST robotics competition at the University of Central Florida in Orlando, Fla. More than 60 teams took part in the competition called "For Inspiration and Recognition of Science and Technology," or FIRST, in hopes of advancing to the national robotics championship. This year, the competition resembled a basketball game and was dubbed "Rebound Rumble." The game measured the effectiveness of each robot, the power of collaboration and the determination of the teams. FIRST, founded in 1989, is a non-profit organization that designs accessible, innovative programs to build self-confidence, knowledge and life skills while motivating young people to pursue academic opportunities. The robotics competition challenges teams of high school students and their mentors to solve a common problem in a six-week timeframe using a standard kit of parts and a common set of rules. NASA is the largest sponsor of the international program. Kennedy Space Center is a sponsor of the regional event. For more information on Kennedy's education events and initiatives, go to http://www.nasa.gov/offices/education/centers/kennedy/home/index.html. Photo credit: NASA/Kim Shiflett

Development of activities to promote the interest in science and technology in elementary and middle school students

NASA Astrophysics Data System (ADS)

Sicardi-Segade, A.; Campos-Mejía, A.; Solano, C.

2016-09-01

Innovation through science and technology will be essential to solve important challenges humanity will have to face in the years to come, regarding clean energies, food quality, medicine, communications, etc. To deal with these important issues, it is necessary to promote STEM (Science, Technology, Engineering and Mathematics) education in children. In this work, we present the results of the strategies that we have implemented to increase the elementary and middle school students interest in science and technology by means of activities that allow them to use and develop their creativity, team work, critical thinking, and the use of the scientific method and the engineering design process.

Crew and Thermal Systems Strategic Communications Initiatives in Support of NASA's Strategic Goals

NASA Technical Reports Server (NTRS)

Paul, Heather L.; Lamberth, Erika Guillory; Jennings, Mallory A.

2012-01-01

NASA has defined strategic goals to invest in next-generation technologies and innovations, inspire students to become the future leaders of space exploration, and expand partnerships with industry and academia around the world. The Crew and Thermal Systems Division (CTSD) at the NASA Johnson Space Center actively supports these NASA initiatives. In July 2011, CTSD created a strategic communications team to communicate CTSD capabilities, technologies, and personnel to external technical audiences for business development and collaborative initiatives, and to students, educators, and the general public for education and public outreach efforts. This paper summarizes the CTSD Strategic Communications efforts and metrics through the first half of fiscal year 2012 with projections for end of fiscal year data.

Crew and Thermal Systems Strategic Communications Initiatives in Support of NASA's Strategic Goals

NASA Technical Reports Server (NTRS)

Paul, Heather L.

2012-01-01

NASA has defined strategic goals to invest in next-generation technologies and innovations, to inspire students to become the future leaders of space exploration, and to expand partnerships with industry and academia around the world. The Crew and Thermal Systems Division (CTSD) at the NASA Johnson Space Center actively supports these NASA initiatives. In July 2011, CTSD created a strategic communications team to communicate CTSD capabilities, technologies, and personnel to internal NASA and external technical audiences for business development and collaborative initiatives, and to students, educators, and the general public for education and public outreach efforts. This paper summarizes the CTSD Strategic Communications efforts and metrics through the first nine months of fiscal year 2012.

Preparing rehabilitation healthcare providers in the 21st century: implementation of interprofessional education through an academic-clinical site partnership.

PubMed

Sheldon, Michael; Cavanaugh, James T; Croninger, William; Osgood, Wendy; Robnett, Regi; Seigle, Janice; Simonsen, Linda

2012-01-01

Health profession education programs often struggle with barriers to implementing interprofesssional educational (IPE) initiatives, limiting early and consistent exposure of students to core IPE competencies. Few published reports are available to guide the implementation of IPE programs into practice. This article describes a successful and evolving partnership between an independent university and a tertiary care hospital. The IPE goals of this partnership were to expose students to roles of other disciplines in the complex hospital environment and integrate acute care exposure throughout the Doctor of Physical Therapy and Master of Science in Occupational Therapy curricula. Faculty and students, patients and families, and occupational and physical therapy clinicians participated in a series of learning activities in an acute care setting involving interprofessional teams of students. Activities included observations of OT and PT clinicians providing standard patient care, practice conducting team patient interviews, and interactive treatment planning sessions conducted live via videoconferencing technology between a patient's hospital room and an academic classroom on the university campus. The activities generally were designed to improve student preparedness for working as part of an interprofessional team in an acute care setting. Student and clinician feedback support the early development of student IPE competencies, including the appreciation and understanding of professional roles in the team approach to patient care and the development of effective communication skills. The partnership between the academic institution and tertiary care hospital is an effective vehicle to deliver and sustain IPE educational initiatives in the acute care setting. Current and planned IPE curriculum integration are discussed along with a preliminary analysis of IPE outcomes.

Career Education: The Seed Team Concept.

ERIC Educational Resources Information Center

Rotter, Joseph C.; Mahrer, David

1978-01-01

Through the seed team concept, teams of educators--teachers, counselors, administrators--develop feasible career education plans for their community, and serve to inspire others to do the same. (Author)

KSC-2011-4166

NASA Image and Video Library

2011-05-28

CAPE CANAVERAL, Fla. -- At NASA Kennedy Space Center's Apollo/Saturn V Center, Eric Reiners, manager with the Product Development and Global Technology Division of Caterpillar Inc., speaks to university students at the award ceremony for NASA's second annual Lunabotics Mining Competition. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India participated in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4015

NASA Image and Video Library

2011-05-26

CAPE CANAVERAL, Fla. -- Tana Utley, Caterpillar Company vice president and chief technology officer talks to university students gathered for the opening ceremony of NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jim Grossmann

Building Partner Capacity to Combat Weapons of Mass Destruction

DTIC Science & Technology

2009-01-01

EDUCATION ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS NATIONAL SECURITY POPULATION AND AGING PUBLIC SAFETY SCIENCE AND...also met with officials from the government of the United Kingdom (the 12 The Science Applications International Corporation study team identified...Activity Description Ends Ways International Science and Technology Center Provides weapons experts in CIS the opportunity to redirect their

Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

ERIC Educational Resources Information Center

Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

Using Computer Games to Train Information Warfare Teams

DTIC Science & Technology

2004-01-01

Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2004 2004 Paper No 1729 Page 1 of 10 Using Computer Games to...responses they will experience on real missions is crucial. 3D computer games have proved themselves to be highly effective in engaging players...motivationally and emotionally. This effort, therefore, uses gaming technology to provide realistic simulations. These games are augmented with

Plans for Embedding ICTs into Teaching and Learning through a Large-Scale Secondary Education Reform in the Country of Georgia

ERIC Educational Resources Information Center

Richardson, Jayson W.; Sales, Gregory; Sentocnik, Sonja

2015-01-01

Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team's approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia.…

A Cross-Case Analysis of Gender Issues in Desktop Virtual Reality Learning Environments

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Martens, Jon; Washington, Andre; Steele, Debra; Washburn, Earlene

2009-01-01

This study examined gender-related issues in using new desktop virtual reality (VR) technology as a learning tool in career and technical education (CTE). Using relevant literature, theory, and cross-case analysis of data and findings, the study compared and analyzed the outcomes of two recent studies conducted by a research team at Oklahoma State…

Measuring Knowledge, Acceptance, and Perceptions of Telehealth in an Interprofessional Curriculum for Student Nurse Practitioners, Occupational Therapists, and Physical Therapists

ERIC Educational Resources Information Center

Randall, Ken; Steinheider, Brigitte; Isaacson, Mary; Shortridge, Ann; Bird, Stephanie; Crio, Carrie; Ross, Heather; Loving, Gary

2016-01-01

Introduction: The use of telehealth in service delivery is both challenging and beneficial. This paper describes the results of a three semester-long interprofessional education program in team-based care using telehealth technology. The study assessed telehealth knowledge acquisition, practice in a structured environment with a simulated patient,…

OSMA Research and Technology Strategy Team Summary

NASA Technical Reports Server (NTRS)

Wetherholt, Martha

2010-01-01

This slide presentation reviews the work of the Office of Safety and Mission Assurance (OSMA), and the OSMA Research and Technology Strategy (ORTS) team. There is discussion of the charter of the team, Technology Readiness Levels (TRLs) and how the teams responsibilities are related to these TRLs. In order to improve the safety of all levels of the development through the TRL phases, improved communication, understanding and cooperation is required at all levels, particularly at the mid level technologies development.

Development of a CD-ROM on written language for the continuing education of elementary school teachers.

PubMed

Gonçalves, Thaís Dos Santos; Crenitte, Patrícia Abreu Pinheiro

2011-01-01

Distance education has emerged to minimize the anxiety of many professionals who need to update their knowledge, but do not have the time and opportunity to travel to educational centers. To describe the development of a CD-ROM to provide distance continuing education to basic school teachers that addresses issues related to written language. Previously, a script was developed with themes related to the acquisition and development of written language. Subsequently, a technical team transformed the texts in multimedia language. The titles of each content area addressed are available on buttons and links. The files can be viewed in a linear sequence, allowing the teacher to start learning at the desired moment and go straight to the file that he or she wants to access. Videos that show practical applications of the concepts available in text are included. Brazil is a developing country. The use of technologies for education reduces cultural isolation among education professionals. It is necessary to focus on making teaching materials for distance education. In order to provide an effective learning environment, the learners reality should be considered. A multidisciplinary team should prepare the materials. The development of educational material for distance education on the acquisition and development of written language seems not only appropriate, but also warranted to provide professional growth opportunity for teachers who need time flexibility and/or live far away from academic centers.

Internal Medicine Residents' Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study.

PubMed

Soones, Tacara N; O'Brien, Bridget C; Julian, Katherine A

2015-09-01

In order to teach residents how to work in interprofessional teams, educators in graduate medical education are implementing team-based care models in resident continuity clinics. However, little is known about the impact of interprofessional teams on residents' education in the ambulatory setting. To identify factors affecting residents' experience of team-based care within continuity clinics and the impact of these teams on residents' education. This was a qualitative study of focus groups with internal medicine residents. Seventy-seven internal medicine residents at the University of California San Francisco at three continuity clinic sites participated in the study. Qualitative interviews were audiotaped and transcribed. The authors used a general inductive approach with sensitizing concepts in four frames (structural, human resources, political and symbolic) to develop codes and identify themes. Residents believed that team-based care improves continuity and quality of care. Factors in four frames affected their ability to achieve these goals. Structural factors included communication through the electronic medical record, consistent schedules and regular team meetings. Human resources factors included the presence of stable teams and clear roles. Political and symbolic factors negatively impacted team-based care, and included low staffing ratios and a culture of ultimate resident responsibility, respectively. Regardless of the presence of these factors or resident perceptions of their teams, residents did not see the practice of interprofessional team-based care as intrinsically educational. Residents' experiences practicing team-based care are influenced by many principles described in the interprofessional teamwork literature, including understanding team members' roles, good communication and sufficient staffing. However, these attributes are not correlated with residents' perceptions of the educational value of team-based care. Including residents in interprofessional teams in their clinic may not be sufficient to teach residents how team-based care can enhance their overall learning and future practice.

Faculty Groups: From Frustration to Collaboration

ERIC Educational Resources Information Center

Wheelan, Susan A.

2004-01-01

To develop high-performance teams and improve student learning and achievement educators are making changes in the way they interact with colleagues. Educators are participating in various school teams-grade level teams, vertical teams, school leadership teams, study groups, and school improvement teams. This book translates what social scientists…

Critical thinking: optimal outcomes through end user involvement in the design of critical care areas.

PubMed

Braun, Debra; Barnhardt, Kim

2014-01-01

Including end users in evidence-based design is vital to outcomes. The physical environment impacts caregiver efficiencies, safety, satisfaction, and quality of patient outcomes. End users are more than members of the organization: patients should have representation as well. Patients bring value by offering insight from a different perspective. Timing is key; therefore, it is critical in obtaining desired outcomes, to include end users as early as possible, gaining the most insight into the design of the build. Consideration should also be given to best practice standards, regulatory compliance, progressive sciences, and technologies. Another vital factor is education of the end users on their role and expectations for participation in a design team. When end users are educated and understand the significance of input, the design team will be able to conceive a critical care unit that will meet needs for today and be able to adapt to needs for the future.

Knowledge Sharing within Virtual Teams: A Qualitative Case Study of the Role Technology Plays in Team Sharing Practices

ERIC Educational Resources Information Center

Parker, Denise L.

2017-01-01

Virtual teams are comprised of members from various locations who use Information and Communication Technology (ICT) for member interaction. Many organizations have accepted virtual teams as an alternative to face-to-face teams. With the acceptance comes many challenges, one of those challenges is supporting team sharing in the virtual…

Understanding Diversity in Educational Psychology Teams

ERIC Educational Resources Information Center

Annan, Jean; Bowler, Jo; Mentis, Mandia; Phillipson, Roger

2008-01-01

Educational psychologists' work routinely involves facilitation of teams in which participants hold diverse points of view. In this article, the authors discuss diversity in team work and its place in the development of shared goals. They describe, as an example of educational psychologists' work team interaction, the structure and functioning of…

101 Tips, Traps, and To-Dos for Creating Teams: A Guidebook for School Leaders. Guiding Groups To Become Teams, Facilitating Them To Become High-Performance Teams, and Empowering Them To Become Technology-Based Teams.

ERIC Educational Resources Information Center

Bailey, Gerald D.; Ross, Tweed; Bailey, Gwen L.; Lumley, Dan

Using teams is an effective way to meet the challenges of breaking down teacher isolation, halting curriculum fragmentation, and creating a learning organization. This guide is designed to help school leaders train groups to become teams, guide them to become high-performance teams, and empower them to become technology-based teams. It contains…

Mars Exploration Student Data Teams: Building Foundations and Influencing Students to Pursue STEM Careers through Experiences with Authentic Research

NASA Astrophysics Data System (ADS)

Turney, D.; Grigsby, B.; Murchie, S. L.; Buczkowski, D.; Seelos, K. D.; Nair, H.; McGovern, A.; Morgan, F.; Viviano, C. E.; Goudge, T. A.; Thompson, D.

2013-12-01

The Mars Exploration Student Data Teams (MESDT) immerses diverse teams of high school and undergraduate students in an authentic research Science, Technology, Engineering and Mathematics (STEM) based experience and allows students to be direct participants in the scientific process by working with scientists to analyze data sets from NASA's Mars program, specifically from the CRISM instrument. MESDT was created by Arizona State University's Mars Education Program, and is funded through NASA's Compact Reconnaissance Imaging Spectrometer for Mars or CRISM, an instrument onboard the Mars Reconnaissance Orbiter (MRO). Students work with teacher mentors and CRISM team members to analyze data, develop hypotheses, conduct research, submit proposals, critique and revise work. All students begin the program with basic Mars curriculum lessons developed by the MESDT education team. This foundation enables the program to be inclusive of all students. Teachers have reported that populations of students with diverse academic needs and abilities have been successful in this program. The use of technology in the classroom allows the MESDT program to successfully reach a nationwide audience and funding provided by NASA's CRISM instrument allows students to participate free of charge. Recent changes to the program incorporate a partnership with United States Geological Survey (USGS) and a CRISM sponsored competitive scholarship for two teams of students to present their work at the annual USGS Planetary Mappers Meeting. Returning MESDT teachers have attributed an increase in student enrollment and interest to this scholarship opportunity. The 2013 USGS Planetary Mappers Meeting was held in Washington DC which provided an opportunity for the students to meet with their Senators at the US Capitol to explain the science work they had done throughout the year as well as the impact that the program had had on their goals for the future. This opportunity extended to the students by the United States Senate was a chance for students to practice high level communication and presentation skills and was reported to have made a strong impression on the participating students. MESDT develops foundational abilities needed by all students such as critical thinking, problem solving, cooperative group work, and communication skills. The implications of having students involved in authentic data analysis from an orbiting spacecraft include increased technical abilities as well as increased confidence to pursue a STEM (Science, Technology, Engineering and Mathematics) major or career. Formative assessments and teacher, parent, and student testimonials show MESDT has had a definite impact on students and their decisions to pursue STEM related majors and careers, in addition to leading to student scholarships and awards.

Telemedicine at the top of the world: the 1998 and 1999 Everest extreme expeditions.

PubMed

Angood, P B; Satava, R; Doarn, C; Merrell, R

2000-01-01

The National Aeronautics and Space Administration (NASA) initially established a Commercial Space Center (CSC) in the Department of Surgery at Yale University School of Medicine to further develop and evaluate technologies in information systems, telecommunications applied to medicine, and physiologic sensors. The CSC is known as the Medical Informatics and Technology Applications Consortium (MITAC). The overall purpose for this NASA program is to leverage technology, innovation, and resources from industry and academia through collaborative partnerships. The Yale-NASA CSC/MITAC organized the Everest Extreme Expeditions (E3) for the spring Himalayan climbing seasons in the years 1998 and 1999. The primary mission was to deliver advanced medical support with global telemedicine capabilities to one of the world's most remote and hostile settings--Mount Everest. The purpose was both humanitarian (providing medical support) and scientific (conducting medical and technology research). The Yale team provided medical care for the Everest Base Camp community; conducted validation experiments for several types of advanced medical technologies in this remote, hostile environment; and performed real-time monitoring of selected climbers, while also assessing the basic science of altitude physiology. Additionally, the teams conducted outreach medical care to the citizens of Nepal and provided several educational forums for a variety of medical and nonmedical personnel--including school-age children. As part of the project's mission, the E3 medical teams at both Nepal and New Haven were on a 24-hour emergency call system to deliver medical care in the event of a crisis. Unlike most of the teams at Everest, the mission of E3 was not to climb the 29,028-foot mountain the Nepalese call Sagarmatha ("Sky Head"). The mountain served as an extreme testing ground for telemedicine. The lessons learned from this testbed are reviewed here and further clarify the abilities to provide better health care in remote and extreme environments--which for some may even be their home environment during/after a medical illness.

Desert RATS 2011: Near-Earth Asteroid Human Exploration Operations

NASA Technical Reports Server (NTRS)

Abercromby, Andrew; Gernhardt, Michael L.; Chappel, Steve

2012-01-01

The Desert Research and Technology Studies (D-RATS) 2011 field test involved the planning and execution of a series of exploration scenarios under operational conditions similar to those that would be expected during a human exploration mission to a near-Earth asteroid (NEA). The focus was on understanding the operations tempo during simulated NEA exploration and the implications of communications latency and limited data bandwidth. Anchoring technologies and sampling techniques were not evaluated due to the immaturity of those technologies and the inability to meaningfully test them at D-RATS. Reduced gravity analogs and simulations are being used to fully evaluate Multi-Mission Space Exploration Vehicle (MMSEV) and extravehicular (EVA) operations and interactions in near-weightlessness at a NEA as part of NASA s integrated analogs program. Hypotheses were tested by planning and performing a series of 1-day simulated exploration excursions comparing test conditions all of which involved a single Deep Space Habitat (DSH) and either zero, one, or two MMSEVs; three or four crewmembers; one of two different communications bandwidths; and a 100-second roundtrip communications latency between the field site and Houston. Excursions were executed at the Black Point Lava Flow test site with a Mission Control Center and Science Support Room at Johnson Space Center (JSC) being operated with 100-second roundtrip communication latency to the field. Crews were composed of astronauts and professional field geologists and teams of Mission Operations, Science, and Education & Public Outreach (EPO) experts also supported the mission simulations each day. Data were collected separately from the Crew, Mission Operations, Science, and EPO teams to assess the test conditions from multiple perspectives. For the operations tested, data indicates practically significant benefits may be realized by including at least one MMSEV and by including 4 versus 3 crewmembers in the NEA exploration architecture as measured by increased Scientific Data Quality, EVA Exploration Time, Capability Assessment Ratings, and Overall Acceptability ratings by Crew, Mission Operations, Science, and Education & Public Outreach teams. A combination of text and voice was used to effectively communicate over the 100-second roundtrip communications latency and increased communication bandwidth yielded a small but practically significant improvement in Overall Acceptability as rated by the Science team, although the impact of bandwidth on scientific strategic planning was not assessed. No effect of increased bandwidth was observed with respect to Crew, Mission Operations, or EPO team ratings of Overall Acceptability.

Building and expanding interprofessional teaching teams.

PubMed

Darlow, Ben; McKinlay, Eileen; Gallagher, Peter; Beckingsale, Louise; Coleman, Karen; Perry, Meredith; Pullon, Sue

2017-03-01

INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators' disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.

NASA Application Team Program: Application of aerospace technology in biology and medicine

NASA Technical Reports Server (NTRS)

1973-01-01

The results of the medically related activities of the NASA Application Team Program in technology application for the reporting period September 1, 1972, to August 31, 1973 are reported. The accomplishments of the application team during the reporting period are as follows: The team has identified 39 new problems for investigation, has accomplished 7 technology applications, 4 potential technology applications, 2 impacts, has closed 38 old problems, and has a total of 59 problems under active investigation.

Applications of aerospace technology in biology and medicine

NASA Technical Reports Server (NTRS)

Brown, J. N.

1974-01-01

The results of the medically related activities of the NASA Application Team Program at the Research Triangle Institute are presented. The RTI team, a multidisciplinary team of scientists and engineers, acted as an information and technology interface between NASA and individuals, institutions, and agencies involved in biomedical research and clinical medicine. The Team has identified 40 new problems for investigation, has accomplished 7 technology applications, 6 potential technology application, 4 impacts, has closed 54 old problems, and has a total of 47 problems under active investigation.

KSC-2011-3960

NASA Image and Video Library

2011-05-24

University students prepare their team's remote controlled or autonomous excavator, called a lunabot, to maneuver in about 60 tons of ultra-fine simulated lunar soil, called BP-1. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4171

NASA Image and Video Library

2011-05-28

CAPE CANAVERAL, Fla. -- At NASA Kennedy Space Center's Apollo/Saturn V Center, participants applaud the winning team of the competition during the NASA's second annual Lunabotics Mining Competition award ceremony. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India participated in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

General Atomics Sciences Education Foundation Outreach Programs

NASA Astrophysics Data System (ADS)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

Technology Applications Team: Applications of aerospace technology

NASA Technical Reports Server (NTRS)

1993-01-01

Highlights of the Research Triangle Institute (RTI) Applications Team activities over the past quarter are presented in Section 1.0. The Team's progress in fulfilling the requirements of the contract is summarized in Section 2.0. In addition to our market-driven approach to applications project development, RTI has placed increased effort on activities to commercialize technologies developed at NASA Centers. These Technology Commercialization efforts are summarized in Section 3.0. New problem statements prepared by the Team in the reporting period are presented in Section 4.0. The Team's transfer activities for ongoing projects with the NASA Centers are presented in Section 5.0. Section 6.0 summarizes the status of four add-on tasks. Travel for the reporting period is described in Section 7.0. The RTI Team staff and consultants and their project responsibilities are listed in Appendix A. The authors gratefully acknowledge the contributions of many individuals to the RTI Technology Applications Team program. The time and effort contributed by managers, engineers, and scientists throughout NASA were essential to program success. Most important to the program has been a productive working relationship with the NASA Field Center Technology Utilization (TU) Offices. The RTI Team continues to strive for improved effectiveness as a resource to these offices. Industry managers, technical staff, medical researchers, and clinicians have been cooperative and open in their participation. The RTI Team looks forward to continuing expansion of its interaction with U.S. industry to facilitate the transfer of aerospace technology to the private sector.

Implementation of team training in medical education in Denmark

PubMed Central

Ostergaard, H; Ostergaard, D; Lippert, A

2004-01-01

In the field of medicine, team training aiming at improving team skills such as leadership, communication, co-operation, and followership at the individual and the team level seems to reduce risk of serious events and therefore increase patient safety. The preferred educational method for this type of training is simulation. Team training is not, however, used routinely in the hospital. In this paper, we describe a framework for the development of a team training course based on need assessment, learning objectives, educational methods including full-scale simulation and evaluations strategies. The use of this framework is illustrated by the present multiprofessional team training in advanced cardiac life support, trauma team training and neonatal resuscitation in Denmark. The challenges of addressing all aspects of team skills, the education of the facilitators, and establishment of evaluation strategies to document the effect of the different types of training on patient safety are discussed. PMID:15465962

Implementation of team training in medical education in Denmark.

PubMed

Østergaard, H T; Østergaard, D; Lippert, A

2004-10-01

In the field of medicine, team training aiming at improving team skills such as leadership, communication, co-operation, and followership at the individual and the team level seems to reduce risk of serious events and therefore increase patient safety. The preferred educational method for this type of training is simulation. Team training is not, however, used routinely in the hospital. In this paper, we describe a framework for the development of a team training course based on need assessment, learning objectives, educational methods including full-scale simulation and evaluations strategies. The use of this framework is illustrated by the present multiprofessional team training in advanced cardiac life support, trauma team training and neonatal resuscitation in Denmark. The challenges of addressing all aspects of team skills, the education of the facilitators, and establishment of evaluation strategies to document the effect of the different types of training on patient safety are discussed.

Implementation of team training in medical education in Denmark.

PubMed

Østergaard, H T; Østergaard, D; Lippert, A

2008-10-01

In the field of medicine, team training aiming at improving team skills such as leadership, communication, co-operation, and followership at the individual and the team level seems to reduce risk of serious events and therefore increase patient safety. The preferred educational method for this type of training is simulation. Team training is not, however, used routinely in the hospital. In this paper, we describe a framework for the development of a team training course based on need assessment, learning objectives, educational methods including full-scale simulation and evaluations strategies. The use of this framework is illustrated by the present multiprofessional team training in advanced cardiac life support, trauma team training and neonatal resuscitation in Denmark. The challenges of addressing all aspects of team skills, the education of the facilitators, and establishment of evaluation strategies to document the effect of the different types of training on patient safety are discussed.

34 CFR 300.321 - IEP Team.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

34 CFR 300.321 - IEP Team.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

34 CFR 300.321 - IEP Team.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

34 CFR 300.321 - IEP Team.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

34 CFR 300.321 - IEP Team.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

Effects of teacher assistance teams on special education referrals in elementary schools.

PubMed

Short, R J; Talley, R C

1996-12-01

School-based problem-solving teams recently have received much attention as a possible support for children who are at risk for school failure and for over-referral to special education. However, no controlled studies of the effects of such teams on numbers of referrals for special education or for proportion of appropriate referrals for special education have been conducted. The lack of adequate research concerning school-based problem-solving teams, coupled with the widespread promotion of their use, suggests that further study of such teams is important. In this study, we investigated the effect of one team model, Teacher Assistance Teams, on special education referrals in elementary schools of a large urban district. To address limitations of previous research, schools with such teams were compared with those without across several years of implementation. Analysis yielded a significant decrease in referrals in both groups of schools but no significant differences between groups. These findings may be explained by the context in which both groups of schools functioned.

Interdisciplinary innovations in biomedical and health informatics graduate education.

PubMed

Demiris, G

2007-01-01

Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. A case study of the "gerontechnology" research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores "smart home" technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.

A status of the Turbine Technology Team activities

NASA Technical Reports Server (NTRS)

Griffin, Lisa W.

1992-01-01

The recent activities of the Turbine Technology Team of the Consortium for Computational Fluid Dynamics (CFD) Application in Propulsion Technology is presented. The team consists of members from the government, industry, and universities. The goal of this team is to demonstrate the benefits to the turbine design process attainable through the application of CFD. This goal is to be achieved by enhancing and validating turbine design tools for improved loading and flowfield definition and loss prediction, and transferring the advanced technology to the turbine design process. In order to demonstrate the advantages of using CFD early in the design phase, the Space Transportation Main Engine (STME) turbines for the National Launch System (NLS) were chosen on which to focus the team's efforts. The Turbine Team activities run parallel to the STME design work.

A cultural study of a science classroom and graphing calculator-based technology

NASA Astrophysics Data System (ADS)

Casey, Dennis Alan

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

"WordSift": Supporting Instruction and Learning through Technology in San Francisco. The Senior Urban Education Research Fellowship Series. Volume IV

ERIC Educational Resources Information Center

Hakuta, Kenji

2011-01-01

In developing a tool to help address academic language development, the author and his team began by identifying the challenges of presenting science text to English Language Learners and students who struggle with reading. The goal was to balance the practical and logistical challenges of identifying, teaching, and learning academic and content…

Bridge21: Teamwork, Technology and Learning. A Pragmatic Model for Effective Twenty-First-Century Team-Based Learning

ERIC Educational Resources Information Center

Lawlor, John; Conneely, Claire; Oldham, Elizabeth; Marshall, Kevin; Tangney, Brendan

2018-01-01

There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning--from teacher to student. Such a shift requires a pragmatic…

Disruptive Fixation: School Reform and the Pitfalls of Techno-Idealism. Princeton Studies in Culture and Technology Series

ERIC Educational Resources Information Center

Sims, Christo

2017-01-01

In New York City in 2009, a new kind of public school opened its doors to its inaugural class of middle schoolers. Conceived by a team of game designers and progressive educational reformers and backed by prominent philanthropic foundations, it promised to reinvent the classroom for the digital age. Ethnographer Christo Sims documented the life of…

Prosperity Games prototyping with the American Electronics Association, March 8--9, 1994

DOE Office of Scientific and Technical Information (OSTI.GOV)

Berman, M.; VanDevender, J.P.

1994-08-01

Prosperity Games are an outgrowth and adaptation of move/countermove and seminar War Games. Prosperity Games are simulations that explore complex issues in a variety of areas including economics, politics, sociology, environment, education and research. These issues can be examined from a variety of perspectives ranging from a global, macroeconomic and geopolitical viewpoint down to the details of customer/supplier/market interactions in specific industries. All Prosperity Games are unique in that both the game format and the player contributions vary from game to game. This report documents the Prosperity Game conducted under the sponsorship of the American Electronics Association in conjunction withmore » the Electronics Subcommittee of the Civilian Industrial Technology Committee of the National Science and Technology Council. Players were drawn from government, national laboratories, and universities, as well as from the electronics industry. The game explored policy changes that could enhance US competitiveness in the manufacturing of consumer electronics. Two teams simulated a presidentially appointed commission comprised of high-level representatives from government, industry, universities and national laboratories. A single team represented the foreign equivalent of this commission, formed to develop counter strategies for any changes in US policies. The deliberations and recommendations of these teams provide valuable insights as to the views of this diverse group of decision makers concerning policy changes, foreign competition, and the development, delivery and commercialization of new technologies.« less

Walking the Walk in Team-Based Education: The Crimson Care Collaborative Clinic in Family Medicine.

PubMed

Meisinger, Kirsten; Wohler, Diana

2016-09-01

Effective implementation of robust team-based care in the United States requires significant training for all team members. This education is integral to creating a culture of collaboration and respect among interprofessional members of the health care team. The lack of interprofessional clinical educational experiences contributes to a "hidden curriculum" that reinforces the problematic view that medicine is at the top of a hierarchy among health professions. However, learners themselves have started resisting this view by integrating cross-disciplinary team-based training into their own education. One example of learner-based leadership in interprofessional team care is the Crimson Care Collaborative at Cambridge Health Alliance, a student-faculty collaborative family medicine clinic. This successful clinic demonstrates that high-quality interprofessional clinical education can be accomplished through partnerships between educational institutions and existing patient-centered medical homes. © 2016 American Medical Association. All Rights Reserved.

A Descriptive Study of a Building-Based Team Problem-Solving Process

ERIC Educational Resources Information Center

Brewer, Alexander B.

2010-01-01

The purpose of this study was to empirically evaluate Building-Based Teams for General Education Intervention or BBT for GEI. BBT for GEI is a team problem-solving process designed to assist schools in conducting research-based interventions in the general education setting. Problem-solving teams are part of general education and provide support…

Evaluation of Behaviour and Education Support Teams. Research Report RR706

ERIC Educational Resources Information Center

Halsey, Karen; Gulliver, Caroline; Johnson, Annie; Martin, Kerry Martin; Kinder, Kay

2005-01-01

Behaviour and Education Support Teams (BESTs) are multi-agency teams, which bring together a range of professionals, working to support schools, families and children (aged 5 to 18) who present or are at risk of developing emotional, behavioural and/or attendance problems. Teams include professionals from the fields of education, social care,…

Improving Teacher Education in the Netherlands: Data Team as Learning Team?

ERIC Educational Resources Information Center

Bolhuis, E. D.; Schildkamp, K.; Voogt, J. M.

2016-01-01

Using data in a professional learning community is a promising form of professional development. In this study, we followed a data team of teacher educators, who systematically tried to improve the education of student teachers (by decreasing first year drop-out). By conducting a single case study, we investigated the data team participants'…

Understanding the Everyday Practice of Individualized Education Program Team Members

ERIC Educational Resources Information Center

Hartmann, Elizabeth S.

2016-01-01

The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about…

The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

ERIC Educational Resources Information Center

Jones, Frankie S.

2007-01-01

This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

Biomedical research and aerospace technology applications

NASA Technical Reports Server (NTRS)

1971-01-01

The accomplishments and activities of an Applications Team for biomedical subjects are presented. The team attempts to couple the technological problems and requirements in medicine with the relevant aerospace technology and, in particular, NASA-generated technology. The team actively engages in identifying these problems through direct contact with medical staffs or problem originators. The identification and specification of medical problems is followed by a search for technology which may be relevant to solutions to these problems.

Leading Teams of Higher Education Administrators: Integrating Goal Setting, Team Role, and Team Life Cycle Theories

ERIC Educational Resources Information Center

Posthuma, Richard; Al-Riyami, Said

2012-01-01

Leaders of higher education institutions can create top management teams of academic administrators to guide and improve their organizations. This study illustrates how the leadership of top management teams can be accomplished successfully through a combination of goal setting (Doran, 1981; Locke & Latham, 1990), understanding of team roles…

Technology in postgraduate medical education: a dynamic influence on learning?

PubMed Central

Bullock, Alison; Webb, Katie

2015-01-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. PMID:26341127

Feasibility Study of Commercial Markets for New Sample Acquisition Devices

NASA Technical Reports Server (NTRS)

Brady, Collin; Coyne, Jim; Bilen, Sven G.; Kisenwether, Liz; Miller, Garry; Mueller, Robert P.; Zacny, Kris

2010-01-01

The NASA Exploration Systems Mission Directorate (ESMD) and Penn State technology commercialization project was designed to assist in the maturation of a NASA SBIR Phase III technology. The project was funded by NASA's ESMD Education group with oversight from the Surface Systems Office at NASA Kennedy Space Center in the Engineering Directorate. Two Penn State engineering student interns managed the project with support from Honeybee Robotics and NASA Kennedy Space Center. The objective was to find an opportunity to integrate SBIR-developed Regolith Extractor and Sampling Technology as the payload for the future Lunar Lander or Rover missions. The team was able to identify two potential Google Lunar X Prize organizations with considerable interest in utilizing regolith acquisition and transfer technology.

The Tablet Device in Hospital Neurology and in Neurology Graduate Medical Education

PubMed Central

Newey, Christopher R.; Bhimraj, Adarsh

2015-01-01

Background and Purpose: There is limited literature on tablet devices for neurohospitalists and in neurological graduate medical education. This study evaluated utilization, benefits, and limitations of customized tablets on inpatient neurology practice and resident education. The hypothesis was the perception of the tablet would be positive, given their portability, convenience to accessing point-of-care reference, and accessibility to the electronic medical record. Methods: Second-generation iPads with neurology-specific applications and literature were provided to our in-hospital general, stroke, and consult neurology teams. After 1 year, residents on these teams were surveyed on demographic data, familiarity, and utilization of the iPad and their perceptions of the device. Results: All 27 residents responded to the survey. Most participants (23 of 27) used a tablet while on inpatient service. Twelve regularly utilized the neurology-specific apps and/or accessed scientific articles. Technologically savvy residents felt significantly more comfortable using tablets and were more quickly acquainted with the features. Thirteen respondents wanted a formal orientation on the advanced features of the tablet independent of their familiarity with the device or level of technological comfort. Conclusion: Overall, the perception was that the tablet was beneficial for inpatient clinical care and as an educational reference. Participants became easily familiarized with the device features quickly, regardless of whether they owned one previously or not. Most physicians indicated interest in advanced features of tablets; however, a formal orientation may be beneficial for optimal utilization. A reliable network connection is essential to in-hospital use of tablet devices. Additional research pertaining to patient outcomes, objective educational benefit, and cost-effectiveness is necessary. PMID:25553224

Atmosphere Kits: Hands-On Learning Activities with a Foundation in NASA Earth Science Missions.

NASA Astrophysics Data System (ADS)

Teige, V.; McCrea, S.; Damadeo, K.; Taylor, J.; Lewis, P. M., Jr.; Chambers, L. H.

2016-12-01

The Science Directorate (SD) at NASA Langley Research Center provides many opportunities to involve students, faculty, researchers, and the citizen science community in real world science. The SD Education Team collaborates with the education community to bring authentic Earth science practices and real-world data into the classroom, provide the public with unique NASA experiences, engaging activities, and advanced technology, and provide products developed and reviewed by science and education experts. Our goals include inspiring the next generation of Science, Technology, Engineering and Mathematics (STEM) professionals and improving STEM literacy by providing innovative participation pathways for educators, students, and the public. The SD Education Team has developed Atmosphere activity kits featuring cloud and aerosol learning activities with a foundation in NASA Earth Science Missions, the Next Generation Science Standards, and The GLOBE Program's Elementary Storybooks. Through cloud kit activities, students will learn how to make estimates from observations and how to categorize and classify specific cloud properties, including cloud height, cloud cover, and basic cloud types. The purpose of the aerosol kit is to introduce students to aerosols and how they can affect the colors we see in the sky. Students will engage in active observation and reporting, explore properties of light, and model the effects of changing amounts/sizes or aerosols on sky color and visibility. Learning activity extensions include participation in ground data collection of environmental conditions and comparison and analysis to related NASA data sets, including but not limited to CERES, CALIPSO, CloudSat, and SAGE III on ISS. This presentation will provide an overview of multiple K-6 NASA Earth Science hands-on activities and free resources will be available.

Globalization and Mobilization of Earth Science Education with GeoBrain Geospatial Web Service Technology

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2005-12-01

The needs for Earth science education to prepare students as globally-trained geoscience workforce increase tremendously with globalization of the economy. However, current academic programs often have difficulties in providing students world-view training or experiences with global context due to lack of resources and suitable teaching technology. This paper presents a NASA funded project with insights and solutions to this problem. The project aims to establish a geospatial data-rich learning and research environment that enable the students, faculty and researchers from institutes all over the world easily accessing, analyzing and modeling with the huge amount of NASA EOS data just like they possess those vast resources locally at their desktops. With the environment, classroom demonstration and training for students to deal with global climate and environment issues for any part of the world are possible in any classroom with Internet connection. Globalization and mobilization of Earth science education can be truly realized through the environment. This project, named as NASA EOS Higher Education Alliance: Mobilization of NASA EOS Data and Information through Web Services and Knowledge Management Technologies for Higher Education Teaching and Research, is built on profound technology and infrastructure foundations including web service technology, NASA EOS data resources, and open interoperability standards. An open, distributed, standard compliant, interoperable web-based system, called GeoBrain, is being developed by this project to provide a data-rich on-line learning and research environment. The system allows users to dynamically and collaboratively develop interoperable, web-executable geospatial process and analysis modules and models, and run them on-line against any part of the peta-byte archives for getting back the customized information products rather than raw data. The system makes a data-rich globally-capable Earth science learning and research environment, backed by NASA EOS data and computing resources that are unavailable to students and professors before, available to them at their desktops free of charge. In order to efficiently integrate this new environment into Earth science education and research, a NASA EOS Higher Education Alliance (NEHEA) is formed. The core members of NEHEA consist of the GeoBrain development team led by LAITS at George Mason University and a group of Earth science educators selected from an open RFP process. NEHEA is an open and free alliance. NEHEA welcomes Earth science educators around the world to join as associate members. NEHEA promotes international research and education collaborations in Earth science. NEHEA core members will provide technical support to NEHEA associate members for incorporating the data-rich learning environment into their teaching and research activities. The responsibilities of NEHEA education members include using the system in their research and teaching, providing feedback and requirements to the development team, exchanging information on the utilization of the system capabilities, participating in the system development, and developing new curriculums and research around the environment provided by GeoBrain.

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals.

PubMed

Tomlinson, Jo; Shaw, Tim; Munro, Ana; Johnson, Ros; Madden, D Lynne; Phillips, Rosemary; McGregor, Deborah

2013-11-01

Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.

Stellar Presentations (Abstract)

NASA Astrophysics Data System (ADS)

Young, D.

2015-12-01

(Abstract only) The AAVSO is in the process of expanding its education, outreach and speakers bureau program. powerpoint presentations prepared for specific target audiences such as AAVSO members, educators, students, the general public, and Science Olympiad teams, coaches, event supervisors, and state directors will be available online for members to use. The presentations range from specific and general content relating to stellar evolution and variable stars to specific activities for a workshop environment. A presentation—even with a general topic—that works for high school students will not work for educators, Science Olympiad teams, or the general public. Each audience is unique and requires a different approach. The current environment necessitates presentations that are captivating for a younger generation that is embedded in a highly visual and sound-bite world of social media, twitter and U-Tube, and mobile devices. For educators, presentations and workshops for themselves and their students must support the Next Generation Science Standards (NGSS), the Common Core Content Standards, and the Science Technology, Engineering and Mathematics (STEM) initiative. Current best practices for developing relevant and engaging powerpoint presentations to deliver information to a variety of targeted audiences will be presented along with several examples.

A model for mHealth skills training for clinicians: meeting the future now

PubMed Central

Malvey, Donna M.; Neigel, Alexis R.

2017-01-01

We describe the current state of mHealth skills acquisition, education, and training available to clinical professionals in educational programs. We discuss how telemedicine experienced exponential growth due in large part to the ubiquity of the mobile phone. An outcome of this unprecedented growth has been the emergence of the need for technology skills training programs for clinicians that address extant curricula gaps. We propose a model to guide the development of future training programs that incorporate effective training strategies across five domains: (I) digital communication skills; (II) technology literacy and usage skills; (III) deploying telehealth products and services; (VI) regulatory and compliance issues; and (V) telehealth business case. These domains are discussed within the context of interprofessional teams and broader organizational factors. PMID:28736733

A model for mHealth skills training for clinicians: meeting the future now.

PubMed

Slovensky, Donna J; Malvey, Donna M; Neigel, Alexis R

2017-01-01

We describe the current state of mHealth skills acquisition, education, and training available to clinical professionals in educational programs. We discuss how telemedicine experienced exponential growth due in large part to the ubiquity of the mobile phone. An outcome of this unprecedented growth has been the emergence of the need for technology skills training programs for clinicians that address extant curricula gaps. We propose a model to guide the development of future training programs that incorporate effective training strategies across five domains: (I) digital communication skills; (II) technology literacy and usage skills; (III) deploying telehealth products and services; (VI) regulatory and compliance issues; and (V) telehealth business case. These domains are discussed within the context of interprofessional teams and broader organizational factors.

Robotic Exploration of Moon and Mars: Thematic Education Approach

NASA Technical Reports Server (NTRS)

Allen, J S.; Tobola, K. W.; Lowes, L. L.; Betrue, R.

2008-01-01

Safe, sustained, affordable human and robotic exploration of the Moon, Mars, and beyond is a major NASA goal. Robotic exploration of the Moon and Mars will help pave the way for an expanded human presence in our solar system. To help share the robotic exploration role in the Vision for Space Exploration with classrooms, informal education groups, and the public, our team researched and consolidated the thematic story components and associated education activities into a useful education materials set for educators. We developed the set of materials for a workshop combining NASA Science Mission Directorate and Exploration Systems Mission Directorate engineering, science, and technology to train informal educators on education activities that support the robotic exploration themes. A major focus is on the use of robotic spacecraft and instruments to explore and prepare for the human exploration of the Moon and Mars.

Development of a chronic kidney disease patient navigator program.

PubMed

Jolly, Stacey E; Navaneethan, Sankar D; Schold, Jesse D; Arrigain, Susana; Konig, Victoria; Burrucker, Yvette K; Hyland, Jennifer; Dann, Priscilla; Tucky, Barbara H; Sharp, John W; Nally, Joseph V

2015-05-03

Chronic Kidney Disease (CKD) is a public health problem and there is a scarcity of type 2 CKD translational research that incorporates educational tools. Patient navigators have been shown to be effective at reducing disparities and improving outcomes in the oncology field. We describe the creation of a CKD Patient Navigator program designed to help coordinate care, address system-barriers, and educate/motivate patients. The conceptual framework for the CKD Patient Navigator Program is rooted in the Chronic Care Model that has a main goal of high-quality chronic disease management. Our established multidisciplinary CKD research team enlisted new members from information technology and data management to help create the program. It encompassed three phases: hiring, training, and implementation. For hiring, we wanted a non-medical or lay person with a college degree that possessed strong interpersonal skills and experience in a service-orientated field. For training, there were three key areas: general patient navigator training, CKD education, and electronic health record (EHR) training. For implementation, we defined barriers of care and created EHR templates for which pertinent study data could be extracted. We have hired two CKD patient navigators who will be responsible for navigating CKD patients enrolled in a clinical trial. They have undergone training in general patient navigation, specific CKD education through directed readings and clinical shadowing, as well as EHR and other patient related privacy and research training. The need for novel approaches like our CKD patient navigator program designed to impact CKD care is vital and should utilize team-based care and health information technology given the changing landscape of our health systems.

Enhancing HumanAgent Teaming with Individualized, Adaptive Technologies: A Discussion of Critical Scientific Questions

DTIC Science & Technology

2018-05-04

ARL-TR-8359 ● MAY 2018 US Army Research Laboratory Enhancing Human–Agent Teaming with Individualized, Adaptive Technologies : A...with Individualized, Adaptive Technologies : A Discussion of Critical Scientific Questions by Arwen H DeCostanza, Amar R Marathe, Addison Bohannon...Enhancing Human–Agent Teaming with Individualized, Adaptive Technologies : A Discussion of Critical Scientific Questions 5a. CONTRACT NUMBER 5b

Changing stress while stressing change: the role of interprofessional education in mediating stress in the introduction of a transformative technology.

PubMed

Gillan, Caitlin; Wiljer, David; Harnett, Nicole; Briggs, Kaleigh; Catton, Pamela

2010-11-01

The introduction of a transformative technology into practice settings can affect the functioning of interprofessional teams, placing stress on interprofessional relationships, thus slowing adoption and change. This study explored the potential of an interprofessional education (IPE) approach to mediate this stress and facilitate the adoption of a transformative technology- Image Guided Radiation Therapy (IGRT). Oncologists, physicists, and therapists in radiation medicine who attended an interprofessional IGRT Education Course were interviewed about perceived benefits and stressors to IPE and to interprofessional practice (IPP) in the IGRT context. A modified grounded theory approach was used to conduct 14 interviews, with 200 minutes of interview time recorded. In introducing IGRT, participants noted interprofessional stress in understanding and adopting new technology. IPE offered common terminology, appreciation for others' knowledge, and a holistic framework for practice. Outcomes were thought to foster collaboration, efficiency, and improved professional role definition. Time constraints and power relations were noted to be residual stressors exacerbated by IPE, but were thought to be transient. IPE can thus be of benefit in the implementation of transformative technologies such as IGRT, through mediation of interprofessional stress inherent in change. Interprofessional knowledge, collaboration, and efficiency in practice facilitate the development and adoption of a new practice model.

Innovative Educational Aerospace Research at the Northeast High School Space Research Center

NASA Technical Reports Server (NTRS)

Luyet, Audra; Matarazzo, Anthony; Folta, David

1997-01-01

Northeast High Magnet School of Philadelphia, Pennsylvania is a proud sponsor of the Space Research Center (SPARC). SPARC, a model program of the Medical, Engineering, and Aerospace Magnet school, provides talented students the capability to successfully exercise full simulations of NASA manned missions. These simulations included low-Earth Shuttle missions and Apollo lunar missions in the past, and will focus on a planetary mission to Mars this year. At the end of each scholastic year, a simulated mission, lasting between one and eight days, is performed involving 75 students as specialists in seven teams The groups are comprised of Flight Management, Spacecraft Communications (SatCom), Computer Networking, Spacecraft Design and Engineering, Electronics, Rocketry, Robotics, and Medical teams in either the mission operations center or onboard the spacecraft. Software development activities are also required in support of these simulations The objective of this paper is to present the accomplishments, technology innovations, interactions, and an overview of SPARC with an emphasis on how the program's educational activities parallel NASA mission support and how this education is preparing student for the space frontier.

Earth Science Mobile App Development for Non-Programmers

NASA Astrophysics Data System (ADS)

Oostra, D.; Crecelius, S.; Lewis, P.; Chambers, L. H.

2012-08-01

A number of cloud based visual development tools have emerged that provide methods for developing mobile applications quickly and without previous programming experience. The MY NASA DATA (MND) team would like to begin a discussion on how we can best leverage current mobile app technologies and available Earth science datasets. The MY NASA DATA team is developing an approach based on two main ideas. The first is to teach our constituents how to create mobile applications that interact with NASA datasets; the second is to provide web services or Application Programming Interfaces (APIs) that create sources of data that educators, students and scientists can use in their own mobile app development. This framework allows data providers to foster mobile application development and interaction while not becoming a software clearing house. MY NASA DATA's research has included meetings with local data providers, educators, libraries and individuals. A high level of interest has been identified from initial discussions and interviews. This overt interest combined with the marked popularity of mobile applications in our societies has created a new channel for outreach and communications with and between the science and educational communities.

Kennedy Space Center ITC-1 Internship Overview

NASA Technical Reports Server (NTRS)

Ni, Marcus

2011-01-01

As an intern for Priscilla Elfrey in the ITC-1 department, I was involved in many activities that have helped me to develop many new skills. I supported four different projects during my internship, which included the Center for Life Cycle Design (CfLCD), SISO Space Interoperability Smackdown, RTI Teacher Mentor Program, and the Discrete Event Simulation Integrated Visualization Environment Team (DIVE). I provided the CfLCD with web based research on cyber security initiatives involving simulation, education for young children, cloud computing, Otronicon, and Science, Technology, Engineering, and Mathematics (STEM) education initiatives. I also attended STEM meetings regarding simulation courses, and educational course enhancements. To further improve the SISO Simulation event, I provided observation feedback to the technical advisory board. I also helped to set up a chat federation for HLA. The third project involved the RTI Teacher Mentor program, which I helped to organize. Last, but not least, I worked with the DIVE team to develop new software to help visualize discrete event simulations. All of these projects have provided experience on an interdisciplinary level ranging from speech and communication to solving complex problems using math and science.

Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2010-01-01

This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

The systematic review team: contributions of the health sciences librarian.

PubMed

Dudden, Rosalind F; Protzko, Shandra L

2011-01-01

While the role of the librarian as an expert searcher in the systematic review process is widely recognized, librarians also can be enlisted to help systematic review teams with other challenges. This article reviews the contributions of librarians to systematic reviews, including communicating methods of the review process, collaboratively formulating the research question and exclusion criteria, formulating the search strategy on a variety of databases, documenting the searches, record keeping, and writing the search methodology. It also discusses challenges encountered such as irregular timelines, providing education, communication, and learning new technologies for record keeping. Rewards include building relationships with researchers, expanding professional expertise, and receiving recognition for contributions to health care outcomes.

Data-Based Decision Making in Teams: Enablers and Barriers

ERIC Educational Resources Information Center

Bolhuis, Erik; Schildkamp, Kim; Voogt, Joke

2016-01-01

Data use is becoming more important in higher education. In this case study, a team of teachers from a teacher education college was supported in data-based decision making by means of the data team procedure. This data team studied the reasons why students drop out. A team's success depends in part on whether the team is able to develop and apply…

Effects of the Educational Leadership of Nursing Unit Managers on Team Effectiveness: Mediating Effects of Organizational Communication.

PubMed

Choi, Eun Ha; Kim, Eun-Kyung; Kim, Pil Bong

2018-03-31

EDUCATIONAL LEADERSHIP OF NURSING UNIT MANAGERS ON TEAM EFFECTIVENESS: Mediating Effects of Organizational Communication Satisfaction. This study identifies the effects of the educational leadership of nursing unit managers on team effectiveness and the mediating effects of organizational communication satisfaction; it highlights the importance of educational leadership and organizational communication and provides the data needed to enhance the education capacity of managers. The participants were 216 nursing unit managers of staff nurses at a tertiary hospital located in C Region, South Korea, and nurses who had worked for more than six months at the same hospital. This study was conducted using questionnaires on educational leadership, team effectiveness, and organizational communication satisfaction. Data analysis was performed with a t-test, ANOVA, Scheffé, Pearson's correlation coefficient, and simple and multiple regression analyses using SPSS version 23.0. Mediation analysis was tested using Baron and Kenny's regression analysis and a Sobel test. The mean score for the educational leadership of nursing unit managers was 3.74(±0.68); for organizational communication satisfaction, 3.14(±0.51); and for team effectiveness, 3.52(±0.49). Educational leadership was significantly positively correlated with team effectiveness and organizational communication satisfaction. Organizational communication satisfaction demonstrated a complete mediating effect on the relationship between educational leadership and team effectiveness (β=.61, p<.001) and was significant (Sobel test; Z=7.40, p<.001). The results indicate that the educational leadership of nursing unit managers increases communication satisfaction among nurses; this supports the idea that educational leadership can contribute to team effectiveness. This suggests that the educational leadership and communication capacity of nursing unit managers must be improved to enhance the performance of nursing organizations. Copyright © 2018. Published by Elsevier B.V.

Striving for Better Medical Education: the Simulation Approach.

PubMed

Sakakushev, Boris E; Marinov, Blagoi I; Stefanova, Penka P; Kostianev, Stefan St; Georgiou, Evangelos K

2017-06-01

Medical simulation is a rapidly expanding area within medical education due to advances in technology, significant reduction in training hours and increased procedural complexity. Simulation training aims to enhance patient safety through improved technical competency and eliminating human factors in a risk free environment. It is particularly applicable to a practical, procedure-orientated specialties. Simulation can be useful for novice trainees, experienced clinicians (e.g. for revalidation) and team building. It has become a cornerstone in the delivery of medical education, being a paradigm shift in how doctors are educated and trained. Simulation must take a proactive position in the development of metric-based simulation curriculum, adoption of proficiency benchmarking definitions, and should not depend on the simulation platforms used. Conversely, ingraining of poor practice may occur in the absence of adequate supervision, and equipment malfunction during the simulation can break the immersion and disrupt any learning that has occurred. Despite the presence of high technology, there is a substantial learning curve for both learners and facilitators. The technology of simulation continues to advance, offering devices capable of improved fidelity in virtual reality simulation, more sophisticated procedural practice and advanced patient simulators. Simulation-based training has also brought about paradigm shifts in the medical and surgical education arenas and ensured that the scope and impact of simulation will continue to broaden.

Virtual reality in medical education and assessment

NASA Technical Reports Server (NTRS)

Sprague, Laurie A.; Bell, Brad; Sullivan, Tim; Voss, Mark; Payer, Andrew F.; Goza, Stewart Michael

1994-01-01

The NASA Johnson Space Center (JSC)/LinCom Corporation, the University of Texas Medical Branch at Galveston (UTMB), and the Galveston Independent School District (GISD) have teamed up to develop a virtual visual environment display (VIVED) that provides a unique educational experience using virtual reality (VR) technologies. The VIVED end product will be a self-contained educational experience allowing students a new method of learning as they interact with the subject matter through VR. This type of interface is intuitive and utilizes spatial and psychomotor abilities which are now constrained or reduced by the current two dimensional terminals and keyboards. The perpetual challenge to educators remains the identification and development of methodologies which conform the learners abilities and preferences. The unique aspects of VR provide an opportunity to explore a new educational experience. Endowing medical students with an understanding of the human body poses some difficulty challenges. One of the most difficult is to convey the three dimensional nature of anatomical structures. The ideal environment for addressing this problem would be one that allows students to become small enough to enter the body and travel through it - much like a person walks through a building. By using VR technology, this effect can be achieved; when VR is combined with multimedia technologies, the effect can be spectacular.

KSC-2011-4150

NASA Image and Video Library

2011-05-27

CAPE CANAVERAL, Fla. -- University students monitor their team's remote controlled or autonomous excavator, called a lunabot, as it is maneuvered in a "sand box" of ultra-fine simulated lunar soil during NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4149

NASA Image and Video Library

2011-05-27

CAPE CANAVERAL, Fla. -- University students monitor their team's remote controlled or autonomous excavator, called a lunabot, as it is maneuvered in a "sand box" of ultra-fine simulated lunar soil during NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4162

NASA Image and Video Library

2011-05-28

CAPE CANAVERAL, Fla. -- University students monitor their team's remote controlled or autonomous excavator, called a lunabot, as it is maneuvered in a "sand box" of ultra-fine simulated lunar soil during NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4019

NASA Image and Video Library

2011-05-26

CAPE CANAVERAL, Fla. -- University students monitor their team's remote controlled or autonomous excavator, called a lunabot, as it is maneuvered in a "sand box" of ultra-fine simulated lunar soil during NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jim Grossmann

KSC-2011-4170

NASA Image and Video Library

2011-05-28

CAPE CANAVERAL, Fla. -- At NASA Kennedy Space Center's Apollo/Saturn V Center, the Laurentian University Team from Ontario, accepts a check for its "lunabot," which came in first place at NASA's second annual Lunabotics Mining Competition. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India participated in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

Development of a CD-ROM on written language for the continuing education of elementary school teachers

PubMed Central

GONÇALVES, Thaís dos Santos; CRENITTE, Patrícia Abreu Pinheiro

2011-01-01

Distance education has emerged to minimize the anxiety of many professionals who need to update their knowledge, but do not have the time and opportunity to travel to educational centers. Objectives To describe the development of a CD-ROM to provide distance continuing education to basic school teachers that addresses issues related to written language. Material and Methods Previously, a script was developed with themes related to the acquisition and development of written language. Subsequently, a technical team transformed the texts in multimedia language. Results The titles of each content area addressed are available on buttons and links. The files can be viewed in a linear sequence, allowing the teacher to start learning at the desired moment and go straight to the file that he or she wants to access. Videos that show practical applications of the concepts available in text are included. Conclusions Brazil is a developing country. The use of technologies for education reduces cultural isolation among education professionals. It is necessary to focus on making teaching materials for distance education. In order to provide an effective learning environment, the learners reality should be considered. A multidisciplinary team should prepare the materials. The development of educational material for distance education on the acquisition and development of written language seems not only appropriate, but also warranted to provide professional growth opportunity for teachers who need time flexibility and/or live far away from academic centers. PMID:22230988

Using research evidence to inform staff learning needs in cross-cultural communication in aged care homes.

PubMed

Gillham, David; De Bellis, Anita; Xiao, Lily; Willis, Eileen; Harrington, Ann; Morey, Wendy; Jeffers, Lesley

2018-04-01

Developed countries worldwide are facing an unprecedented demand for aged care services, with recent migrants of diverse linguistic and cultural backgrounds increasingly recruited as care workers while at the same time there is growing cultural diversity among aged care residents. This situation is compounded by rapidly changing technology and varied educational levels of care workers from diverse backgrounds. The objectives were threefold: to identify staff learning needs to enable them to provide high-quality cross-cultural care; to improve team cohesion; and identify preferred learning approaches. An interpretive qualitative study utilising focus group and interview data informed the development of an education resource. Fifty six care workers from four residential aged care facilities participated in either focus groups or interviews conducted in private meeting rooms within the care facilities. Participants included personal care attendants, registered and clinical nurses, managers, hospitality staff and allied health professionals. Focus group and interview data were categorised and thematically analysed. Data relevant to cross-cultural care, team cohesion and preferred learning approaches informed education resource development, including case studies. Major themes identified the need to promote cultural awareness and understanding, and strategies for cross-cultural care and communication. Themes related to team cohesion demonstrated that staff were already sympathetic and sensitive to cross-cultural issues, and that culturally and linguistically diverse staff add value to the workforce and are supported by the organisation. Staff required clear, uncomplicated education resources to equip them with skills to address problematic cultural situations. Preferred learning approaches varied and highlighted the need for varied educational materials and approaches, as well as time efficient, opportunistic education strategies for the busy workplace. An education package was developed to value cultural diversity in the aged care workplace for staff and residents, and provide an exemplar for evidence informed education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Perioperative nurse training in cardiothoracic surgical robotics.

PubMed

Connor, M A; Reinbolt, J A; Handley, P J

2001-12-01

The exponential growth of OR technology during the past 10 years has placed increased demands on perioperative nurses. Proficiency is required not only in patient care but also in the understanding, operating, and troubleshooting of video systems, computers, and cutting edge medical devices. The formation of a surgical team dedicated to robotically assisted cardiac surgery requires careful selection, education, and hands-on practice. This article details the six-week training process undertaken at Sarasota Memorial Hospital, Sarasota, Fla, which enabled staff members to deliver excellent patient care with a high degree of confidence in themselves and the robotic technology.

Team Conflict in ICT-Rich Environments: Roles of Technologies in Conflict Management

ERIC Educational Resources Information Center

Correia, Ana-Paula

2008-01-01

This study looks at how an information and communication technologies (ICT)-rich environment impacts team conflict and conflict management strategies. A case study research method was used. Three teams, part of a graduate class in instructional design, participated in the study. Data were collected through observations of team meetings, interviews…

76 FR 5834 - International Business Machines Corporation, Global Technology Services Business Unit, Integrated...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-02

... Expense Team, Payroll, Travel and Mobility Services Team, Working From Various States In the United States... Unit, Integrated Technology Services, Cost and Expense Team, working from various states in the United... reports that workers of the Payroll, Travel, and Mobility Services Team were part of the International...

Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16 curriculum. Ongoing formative assessment of the Cohort I project teams led to a greater emphasis on participant exploration of authentic scientific questions and tighter integration of scientific explorations and development of participant inquiry projects.

The New Progress of the Starry Sky Project of China

NASA Astrophysics Data System (ADS)

Wang, Xiaohua

2015-08-01

Since the 28th General Assembly of IAU, the SSPC team made new progress:1. Enhanced the function of the SSPC team-- Established the contact with IAU C50, IUCN Dark Skies Advisory Group, AWB and IDA,and undertakes the work of the IDA Beijing Chapter.-- Got supports from China’s National Astronomical Observatories, Beijing Planetarium, and Shanghai Science and Technology Museum.-- Signed cooperation agreements with Lighting Research Center, English Education Group and law Firm; formed the team force.2. Put forward a proposal to national top institutionThe SSPC submitted the first proposal about dark sky protection to the Chinese People’s Political Consultative Conference.3. Introduced the Criteria and Guideline of dark sky protectionThe SSPC team translated 8 documents of IDA, and provided a reference basis for Chinese dark sky protection.4. Actively establish dark sky places-- Plan a Dark Sky Reserve around Ali astronomical observatory (5,100m elevation) in Tibet. China’s Xinhua News Agency released the news.-- Combining with Hangcuo Lake, a National Natural Reserve and Scenic in Tibet, to plan and establish the Dark Sky Park.-- Cooperated with Shandong Longgang Tourism Group to construct the Dream Sky Theme Park in the suburbs of Jinan city.In the IYL 2015, the SSPC is getting further development:First, make dark sky protection enter National Ecological Strategy of “Beautiful China”. We call on: “Beautiful China” needs “Beautiful Night Sky” China should care the shared starry sky, and left this resource and heritage for children.Second, hold “Cosmic Light” exhibition in Shanghai Science and Technology Museum on August.Third, continue to establish Dark Sky Reserve, Park and Theme Park. We want to make these places become the bases of dark sky protection, astronomical education and ecological tourism, and develop into new cultural industry.Fourth, actively join international cooperation.Now, “Blue Sky, White Cloud and Starry Sky “have become the common pursuit of Chinese society. In order to obtain this goal, the SSPC team would like to pay more efforts.

Rapid Prototyping as a Faculty-Wide Activity: An Innovative Approach to the Redesign of Courses and Instructional Methods at the University of Twente.

ERIC Educational Resources Information Center

Collis, B. A.; de Boer, W. F.

1998-01-01

In the Science and Technology department of the University of Twente (Toegepaste Onderwijskunde, T.O., Netherlands), a revolutionary process of institutional change is occurring under the banner of C@MPUS+ initiative. The TeleTOP (Tele-Learning at T.O.) team is committed to blending the best of traditional education with new didactics and advanced…

Applications of aerospace technology in biology and medicine

NASA Technical Reports Server (NTRS)

1973-01-01

The results are reported of the medically related activities of the NASA Application Team Program at the Research Triangle Institute. Fourteen medical organizations are presently participating in the RTI Application Team Program: The accomplishments of the Research Triangle Institute Application Team during the reporting period were as follows: The team identified 21 new problems for investigation, accomplished 4 technology applications and 3 potential technology applications, closed 21 old problems, and on February 28, 1973, had a total of 57 problems under active investigation.

Education and Communication in an Interprofessional Antimicrobial Stewardship Program.

PubMed

Foral, Pamela A; Anthone, Jennifer M; Destache, Christopher J; Vivekanandan, Renuga; Preheim, Laurel C; Gorby, Gary L; Horne, John M; Dobronski, Leo A; Syed, Javeria J; Mindru, Cezarina; Ali, Mir A; Ali, Karim F; Neemann, Kari A; Bittner, Marvin J

2016-09-01

Interprofessional education/interprofessional practice (IPE/IPP) is an essential component in medical education and training. A collaborative interprofessional team environment ensures optimal patient-centered care. To describe the implementation of 2 interprofessional antimicrobial stewardship program (ASP) teams using IPE/IPP and to assess the acceptance rate by the primary medical and surgical teams of ASP recommendations for antimicrobial interventions. A business plan for the ASP was approved at 2 academic medical centers used for the present study. During a 3-year study period, 2 interprofessional ASP teams included an attending physician specializing in infectious disease (ID), an ID physician fellow, an ASP pharmacist, physician residents, medical students, pharmacy residents, and pharmacy students. Educational seminars were presented for all adult-admitting physicians to discuss the need for the ASP and the prospective audit and feedback process. Cases were presented for discussion during ASP/ID rounds and recommendations were agreed upon by the ASP team. A motivational interviewing face-to-face technique was frequently used to convey the ASP team recommendation to the primary medical or surgical team in a noncoercive and educational manner. The ASP team recommendations for ASP interventions were documented in the medical records. The overall acceptance rate of recommendations by the primary medical and surgical teams were greater than 90% (2051 of 2266). The most frequent interventions provided were streamline therapy (601), route of administration change (452), bug-drug mismatch (190), and discontinuation of therapy (179). Route of administration change was also the most frequently accepted intervention (96%). The motivational face-to-face communication technique was particularly useful in conveying ASP team member recommendations to the primary medical or surgical teams. Communicating recommendations as a multidisciplinary team in an educational manner seems to have resulted in to greater acceptance of recommendations.

Width-Dependent Optical Properties for Zigzag-Edge Silicene Nanoribbons

NASA Astrophysics Data System (ADS)

Bao, Hai-Rui; Liao, Wen-Hu; Zhang, Xin-Cheng; Zuo, Min

2018-01-01

Not Available Supported by the National Natural Science Foundation of China under Grant Nos 11664010 and 11264013, the Hunan Provincial Natural Science Foundation of China under Grant Nos 2017JJ2217 and 12JJ4003, the Scientific Research Fund of Hunan Provincial Education Department of China under Grant No 14B148, the Science and Technology Innovative Research Team in Higher Educational Institutions of Hunan Province, the Innovation Project for Postgraduate of Hunan Province under Grant No CX2015B549, and the Research Program of Jishou University under Grant Nos 15JDY026 and Jdy16021.

Radio Gaga? Intra-team communication of Australian Rules Football umpires - effect of radio communication on content, structure and frequency.

PubMed

Neville, Timothy J; Salmon, Paul M; Read, Gemma J M

2018-02-01

Intra-team communication plays an important role in team effectiveness in various domains including sport. As such, it is a key consideration when introducing new tools within systems that utilise teams. The difference in intra-team communication of Australian Rules Football (AFL) umpiring teams was studied when umpiring with or without radio communications technology. A cross-sectional observational study was conducted to analyse the verbal communication of seven umpiring teams (20 participants) grouped according to their experience with radio communication. The results identified that radio communication technology increased the frequency and altered the structure of intra-team communication. Examination of the content of the intra-team communication identified impacts on the 'Big Five' teamwork behaviours and associated coordinating mechanisms. Analysis revealed that the communications utilised did not align with the closed-loop form of communication described in the Big Five model. Implications for teamwork models, coaching and training of AFL umpires are discussed. Practitioner Summary: Assessing the impact of technology on performance is of interest to ergonomics practitioners. The impact of radio communications on teamwork is explored in the highly dynamic domain of AFL umpiring. When given radio technology, intra-team communication increased which supported teamwork behaviours, such as backup behaviour and mutual performance monitoring.

An Integrative Model for Understanding Team Organizational Citizenship Behavior: Its Antecedents and Consequences for Educational Teams

ERIC Educational Resources Information Center

Somech, Anit; Khotaba, Soha

2017-01-01

Purpose: The purpose of this paper is to use a model to broaden the understanding of the organizational citizenship behavior (OCB) phenomenon in educational teams and examines team OCB's mediating role in the relation of the contextual variables of team justice climate (distributive justice, procedural justice, interpersonal justice) to team…

2014 NASA Centennial Challenges Sample Return Robot Challenge

NASA Image and Video Library

2014-06-14

The NASA Centennial Challenges prize, level one, is presented to team Mountaineers for successfully completing level one of the NASA 2014 Sample Return Robot Challenge, from left, Ryan Watson, Team Mountaineers; Lucas Behrens, Team Mountaineers; Jarred Strader, Team Mountaineers; Yu Gu, Team Mountaineers; Scott Harper, Team Mountaineers; Dorothy Rasco, NASA Deputy Associate Administrator for the Space Technology Mission Directorate; Laurie Leshin, Worcester Polytechnic Institute (WPI) President; David Miller, NASA Chief Technologist; Alexander Hypes, Team Mountaineers; Nick Ohi,Team Mountaineers; Marvin Cheng, Team Mountaineers; Sam Ortega, NASA Program Manager for Centennial Challenges; and Tanmay Mandal, Team Mountaineers;, Saturday, June 14, 2014, at Worcester Polytechnic Institute (WPI) in Worcester, Mass. Team Mountaineers was the only team to complete the level one challenge. During the competition, teams were required to demonstrate autonomous robots that can locate and collect samples from a wide and varied terrain, operating without human control. The objective of this NASA-WPI Centennial Challenge was to encourage innovations in autonomous navigation and robotics technologies. Innovations stemming from the challenge may improve NASA's capability to explore a variety of destinations in space, as well as enhance the nation's robotic technology for use in industries and applications on Earth. Photo Credit: (NASA/Joel Kowsky)

2014 NASA Centennial Challenges Sample Return Robot Challenge

NASA Image and Video Library

2014-06-14

The NASA Centennial Challenges prize, level one, is presented to team Mountaineers for successfully completing level one of the NASA 2014 Sample Return Robot Challenge, from left, Ken Stafford, WPI Challenge technical advisor; Colleen Shaver, WPI Challenge Manager; Ryan Watson, Team Mountaineers; Marvin Cheng, Team Mountaineers; Alexander Hypes, Team Mountaineers; Jarred Strader, Team Mountaineers; Lucas Behrens, Team Mountaineers; Yu Gu, Team Mountaineers; Nick Ohi, Team Mountaineers; Dorothy Rasco, NASA Deputy Associate Administrator for the Space Technology Mission Directorate; Scott Harper, Team Mountaineers; Tanmay Mandal, Team Mountaineers; David Miller, NASA Chief Technologist; Sam Ortega, NASA Program Manager for Centennial Challenges, Saturday, June 14, 2014, at Worcester Polytechnic Institute (WPI) in Worcester, Mass. Team Mountaineers was the only team to complete the level one challenge. During the competition, teams were required to demonstrate autonomous robots that can locate and collect samples from a wide and varied terrain, operating without human control. The objective of this NASA-WPI Centennial Challenge was to encourage innovations in autonomous navigation and robotics technologies. Innovations stemming from the challenge may improve NASA's capability to explore a variety of destinations in space, as well as enhance the nation's robotic technology for use in industries and applications on Earth. Photo Credit: (NASA/Joel Kowsky)

Advancing Pre-college Science and Mathematics Education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lee, Rick

With support from the US Department of Energy, Office of Science, Fusion Energy Sciences, and General Atomics, an educational and outreach program primarily for grades G6-G13 was developed using the basic science of plasma and fusion as the content foundation. The program period was 1994 - 2015 and provided many students and teachers unique experiences such as a visit to the DIII-D National Fusion Facility to tour the nation’s premiere tokamak facility or to interact with interesting and informative demonstration equipment and have the opportunity to increase their understanding of a wide range of scientific content, including states of matter,more » the electromagnetic spectrum, radiation & radioactivity, and much more. Engaging activities were developed for classroom-size audiences, many made by teachers in Build-it Day workshops. Scientist and engineer team members visited classrooms, participated in science expositions, held workshops, produced informational handouts in paper, video, online, and gaming-CD format. Participants could interact with team members from different institutions and countries and gain a wider view of the world of science and engineering educational and career possibilities. In addition, multiple science stage shows were presented to audiences of up to 700 persons in a formal theatre setting over a several day period at Science & Technology Education Partnership (STEP) Conferences. Annually repeated participation by team members in various classroom and public venue events allowed for the development of excellent interactive skills when working with students, teachers, and educational administrative staff members. We believe this program has had a positive impact in science understanding and the role of the Department of Energy in fusion research on thousands of students, teachers, and members of the general public through various interactive venues.« less

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

PubMed

Reis, Pamela J; Faser, Karl; Davis, Marquietta

2015-01-01

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Difficulties encountered in collaborative care: logistics trumps desire.

PubMed

Legault, Frances; Humbert, Jennie; Amos, Stephanie; Hogg, William; Ward, Natalie; Dahrouge, Simone; Ziebell, Laura

2012-01-01

This study examines the development of collaborative relationships between family physicians (FPs) and Anticipatory And Preventative Team Care (APTCare) team members providing care to medically complex patients who have been identified as at-risk for negative health outcomes. We undertook a qualitative study of a primary health care intervention in a family practice. Interviews were held with FPs and ATPCare intervention nurse practitioners (NPs) and pharmacists. Focus groups were conducted and a survey was administered to participating FPs, NPs, and pharmacists. NPs and pharmacists maintained a log recording their tasks and moments of collaboration. Scheduling demands rendered face-to-face collaboration difficult, leaving the team to rely on technological tools to keep in touch. Limited space meant the APTCare team had to work out of a downstairs office, limiting informal interactions with the practitioners on the main level. We demonstrate that the difficulties inherent in collaborative care are independent of the patient population being cared for. Regardless of the patient population and sector of health care, developing collaborative relationships and learning to work collaboratively is difficult and takes time. What many of these teams need is ongoing support and education about how to make these collaborative care practices work.

A "Carbon Reduction Challenge" as tool for undergraduate engagement on climate change

NASA Astrophysics Data System (ADS)

Cobb, K. M.; Toktay, B.

2017-12-01

Institutions of higher education must meet the challenges of educating the generation that must make significant progress towards stabilizing atmospheric greenhouse gases. However, the interdisciplinary nature of the climate change problem, and the fact that solutions will necessarily involve manipulating natural systems, advancing energy technologies, and developing innovative policy instruments means that traditional disciplinary tracks are not well-suited for the task. Furthermore, institutions must not only equip students with fundamental knowledge about climate and energy, but they must empower a generation of students to become part of the climate change solution. Here we present the cumulative results of the `Carbon Reduction Challenge' - a team-based competition to reduce CO2 that is conducted in an interdisciplinary undergraduate class called "Energy, the Environment, and Society" at Georgia Institute of Technology. Working with 30 undergraduate students from all years and all majors, we demonstrate how student teams move through a highly-structured timeline of deliverables towards achieving their team's end-of-semester goals. We discuss the importance of student creativity, ingenuity, initiative, and perseverance in achieving project outcomes, which in 2017 topped 5 million pounds of CO2 reductions - the all-time record for the class. Student-driven reductions on a year-to-year basis track an exponential growth curve through time. Based on the success of a pilot Carbon Reduction Challenge conducted in the summer of 2017, we present evidence that student-led partnerships with large corporations represents the area of largest potential for student success. Such partnerships deliver significant value added to students (professional conduct, on-the-job training, networking), the corporate partner (cost savings, talent recruitment, and public relations), and to the higher education institution (corporate relations contacts). In summary, the Carbon Reduction Challenge represents a solutions-oriented, hands-on, project-based learning tool that has achieved significant pedagogical benefits while delivering real-world carbon reductions and cost savings to community stakeholders.

TEAM ATTITUDE EVALUATION: AN EVALUATION IN HOSPITAL COMMITTEES.

PubMed

Hekmat, Somayeh Noori; Dehnavieh, Reza; Rahimisadegh, Rohaneh; Kohpeima, Vahid; Jahromi, Jahromi Kohpeima

2015-12-01

Patients' health and safety is not only a function of complex treatments and advanced therapeutic technologies but also a function of a degree based on which health care professionals fulfill their duties effectively as a team. The aim of this study was to determine the attitude of hospital committee members about teamwork in Kerman hospitals. This study was conducted in 2014 on 171 members of clinical teams and committees of four educational hospitals in Kerman University of Medical Sciences. To collect data, the standard "team attitude evaluation" questionnaire was used. This questionnaire consisted of five domains which evaluated the team attitude in areas related to the team structure, leadership, situation monitoring, mutual support, and communication in the form of a 5-point Likert type scale. To analyze data, descriptive statistical tests, T-test, ANOVA, and linear regression were used. The average score of team attitude for hospital committee members was 3.9 out of 5. The findings showed that leadership had the highest score among the subscales of team work attitude, while mutual support had the lowest score. We could also observe that responsibility was an important factor in participants' team work attitude (β = -0.184, p = 0.024). Comparing data in different subgroups revealed that employment, marital status, and responsibility were the variables affecting the participants' attitudes in the team structure domain. Marital status played a role in leadership; responsibility had a role in situation monitoring; and work experience played a role in domains of communication and mutual support. Hospital committee members had a positive attitude towards teamwork. Training hospital staff and paying particular attention to key elements of effectiveness in a health care team can have a pivotal role in promoting the team culture.

Team-based learning for midwifery education.

PubMed

Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

2015-01-01

Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Augmenting team cognition in human-automation teams performing in complex operational environments.

PubMed

Cuevas, Haydee M; Fiore, Stephen M; Caldwell, Barrett S; Strater, Laura

2007-05-01

There is a growing reliance on automation (e.g., intelligent agents, semi-autonomous robotic systems) to effectively execute increasingly cognitively complex tasks. Successful team performance for such tasks has become even more dependent on team cognition, addressing both human-human and human-automation teams. Team cognition can be viewed as the binding mechanism that produces coordinated behavior within experienced teams, emerging from the interplay between each team member's individual cognition and team process behaviors (e.g., coordination, communication). In order to better understand team cognition in human-automation teams, team performance models need to address issues surrounding the effect of human-agent and human-robot interaction on critical team processes such as coordination and communication. Toward this end, we present a preliminary theoretical framework illustrating how the design and implementation of automation technology may influence team cognition and team coordination in complex operational environments. Integrating constructs from organizational and cognitive science, our proposed framework outlines how information exchange and updating between humans and automation technology may affect lower-level (e.g., working memory) and higher-level (e.g., sense making) cognitive processes as well as teams' higher-order "metacognitive" processes (e.g., performance monitoring). Issues surrounding human-automation interaction are discussed and implications are presented within the context of designing automation technology to improve task performance in human-automation teams.

Special Education Teachers' Attitudes and Perceptions of Teamwork

ERIC Educational Resources Information Center

Malone, D. Michael; Gallagher, Peggy A.

2010-01-01

One hundred and eighty-four special education teachers serving school-based intervention teams completed the "Attitudes About Teamwork Survey", the "Team Characteristics Survey", and the "Team Process Perception Survey". Respondents' regard for the team process in planning and implementing supports for children with disabilities was generally…

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

The complexity of team training: what we have learned from aviation and its applications to medicine

PubMed Central

Hamman, W

2004-01-01

Errors in health care that compromise patient safety are tied to latent failures in the structure and function of systems. Teams of people perform most care delivered today, yet training often remains focused on individual responsibilities. Training programmes for all healthcare workers need to increase the educational experience of working in interdisciplinary teams. The complexities of team training require a multifunctional (systems) approach, which crosses organisational divisions to allow communication, accountability, and creation and maintenance of interdisciplinary teams. This report identifies challenges for medical education in performing the research, identifying performance measurements, and modifying educational curricula for the advancement of interdisciplinary teams, based on the complexity of team training identified in commercial aviation. PMID:15465959

Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

PubMed

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

2017-08-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

Using Communication Technology to Enhance Interprofessional Education Simulations.

PubMed

Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-02-25

To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.

Building place-based collaborations to develop high school students' groundwater systems knowledge and decision-making capacity

NASA Astrophysics Data System (ADS)

Podrasky, A.; Covitt, B. A.; Woessner, W.

2017-12-01

The availability of clean water to support human uses and ecological integrity has become an urgent interest for many scientists, decision makers and citizens. Likewise, as computational capabilities increasingly revolutionize and become integral to the practice of science, technology, engineering and math (STEM) disciplines, the STEM+ Computing (STEM+C) Partnerships program seeks to integrate the use of computational approaches in K-12 STEM teaching and learning. The Comp Hydro project, funded by a STEM+C grant from the National Science Foundation, brings together a diverse team of scientists, educators, professionals and citizens at sites in Arizona, Colorado, Maryland and Montana to foster water literacy, as well as computational science literacy, by integrating authentic, place- and data- based learning using physical, mathematical, computational and conceptual models. This multi-state project is currently engaging four teams of six teachers who work during two academic years with educators and scientists at each site. Teams work to develop instructional units specific to their region that integrate hydrologic science and computational modeling. The units, currently being piloted in high school earth and environmental science classes, provide a classroom context to investigate student understanding of how computation is used in Earth systems science. To develop effective science instruction that is rich in place- and data- based learning, effective collaborations between researchers, educators, scientists, professionals and citizens are crucial. In this poster, we focus on project implementation in Montana, where an instructional unit has been developed and is being tested through collaboration among University scientists, researchers and educators, high school teachers and agency and industry scientists and engineers. In particular, we discuss three characteristics of effective collaborative science education design for developing and implementing place- and data- based science education to support students in developing socio-scientific and computational literacy sufficient for making decisions about real world issues such as groundwater contamination. These characteristics include that science education experiences are real, responsive/accessible and rigorous.

The SDO Education and Outreach (E/PO) Program: Changing Perceptions One Program at a Time

NASA Technical Reports Server (NTRS)

Drobnes, E.; Littleton, A.; Pesnell, W. D.; Buhr, S.; Beck, K.; Durscher, R.; Hill, S.; McCaffrey, M.; McKenzie, D. E.; Myers, D.;

The Global Youth Service Team: students applying science and technology in remote, developing region of the world

NASA Astrophysics Data System (ADS)

Hollinger, Doug

2012-03-01

Eh Kalu, director of the Karen Department of Health and Welfare along the border region between Thailand and Burma said, ``It is very difficult to attend to a medical emergency at night when all you have are candles for light.'' The Global Youth Service Team (GYST) provides high school and college students with the opportunity to apply science that they have learned in the performance of international humanitarian service. Volunteers with the GYST build solar powered electrical systems, ultraviolet water purifiers, provide training and education to people who are most in need due to energy poverty, lack access to resources, natural disasters or human rights violations. GYST volunteers train with photovoltaic materials and equipment to become solar energy technicians. They then travel to remote communities in developing countries where we are able to catalyze improvements in education and health care, promote sustainable energy initiatives and help communities develop the capacity to use their own resources by which to create opportunity.

Iowa satellite project ISAT-1

NASA Technical Reports Server (NTRS)

1993-01-01

Satellite systems to date have been mainly scientific in nature. Only a few systems have been of direct use to the public such as for telephone or television transmission. Space enterprises have remained a mystery to the general public and beyond the reach of the small business community. The result is a less than supportive public when it comes to space activities. The purpose of the ISAT-1 program is to develop a small and relatively inexpensive satellite that will serve the State of Iowa, primarily for educational purposes. It will provide products, services, and activities that will be educational, practical, and useful for a large number for people. The emphasis is on public awareness, 'space literacy', and routine practical applications rather than high technology. The initial conceptual design phase was complete when the current team took over the project. Some areas of the conceptual design were taken a little farther, but for the most part this team started at the detailed design stage.

2010 NASA-AIHEC Summer Research Experience: Students and Teachers from TCUs Engage in GIS/Remote Sensing with Researchers and Scientists--Lessons Learned

NASA Astrophysics Data System (ADS)

Rock, B. N.; Carlson, M.; Mell, V.; Maynard, N.

2010-12-01

Researchers and scientists from the University of New Hampshire (UNH) and the Confederated Tribes of Grand Ronde joined with the National Aeronautics and Space Administration (NASA) to develop and present a Summer Research Experience (SRE) that trained 21 students and 10 faculty members from 9 of the 36 Tribal Colleges and Universities (TCUs) which comprise the American Indian Higher Education Council (AIHEC). The 10-week SRE program was an inquiry-based introduction to remote sensing, geographic information systems (GIS) and field science research methods. Teams of students and TCU faculty members developed research projects that explored climate change, energy development, contamination of water and air, fire damage in forests, and lost cultural resources on tribal lands. The UNH-Grand Ronde team presented SRE participants with an initial three-week workshop in the use of research tools and development of research projects. During the following seven weeks, the team conferred weekly with SRE participants to monitor and support their progress. Rock provided specific guidance on numerous scientific questions. Carlson coached students on writing and organization and provided laboratory analysis of foliar samples. Mell provided support on GIS technology. Eight of the SRE college teams completed substantial research projects by the end of the SRE while one other team developed a method for future research. Seventeen students completed individual research papers, oral presentations and posters. Nineteen students and all teachers maintained regular and detailed communication with the UNH-Grand Ronde mentors throughout the ten-week program. The SRE produced several significant lessons learned regarding outreach educational programs in inquiry-based science and technology applications. These include: Leadership by an active research scientist (Rock) inspired and supported students and teachers in developing their own scientific inquiries. An intensive schedule of expectations for each week of the 10-week SRE, a handbook of research tools, and regular coaching and encouragement stretched individual students to high levels of achievement. Daily meetings with TCU faculty during the initial 3-week training workshop and close communication during the 7-week follow-on provided each participating TCU with lasting professional development in research, use of technology, and strategies for mentoring research students. The inquiry-based approach gave each student a sense of ownership for their projects, a sense of place for native lands and resources, a sense of pride in accomplishments, and self-discovery of gaps in knowledge and skills. Students across a wide spectrum of skills and academic experience voiced a sense of achievement and an interest in learning more science.

Are We Serious about Preparing Chemists for the 21st Century Workplace or Are We Just Teaching Chemistry?

NASA Astrophysics Data System (ADS)

Kerr, Sylvia; Runquist, Olaf

2005-02-01

What characteristics of employees do you value in the workplace? Sixteen leaders from world-class chemistry-based industries responded: "We want competent scientists who have high-level communication skills, cultural competencies, knowledge of how for-profit organizations function, excellent team problem-solving skills, broad backgrounds, strong work ethics, the ability to move effortlessly from science to business to humanitarian issues, and data-analysis skills." A wish list of 16 valued characteristics was generated. In response to the concern of industrial leaders and as a result of a National Science Foundation grant the Hamline University 3M Project was initiated. This unique project brought 3M professionals and Hamline University faculty members together in teams to address the concerns of industry leaders and to design and initiate curricular changes to better prepare students for the 21st century technological workplace. Each of five teams focused on one of five skill areas: namely, communications, team problem solving, data analysis, cultural competency, business, and economics. The Hamline 3M Project demonstrated a model for utilizing the industrial intellectual community to enhance undergraduate science education.

Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers within the School Culture. Induction Insights. Supporting Special Education Teachers-Administrators [AII-10

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching--the focus of this Brief--also have the potential for supporting novice teacher socialization in…

Including natural systems into the system engineering process: benefits to spaceflight and beyond

NASA Astrophysics Data System (ADS)

Studor, George

2014-03-01

How did we get to the point where we don't have time to be inspired by the wonders of Nature? Our office walls, homes and city streets are so plain that even when we do escape to a retreat with nature all around us, we may be blind to its magnificence. Yet there are many who have applied what can be known of natural systems (NS) to create practical solutions, but often definite applications for them are lacking. Mimicry of natural systems is not only more possible than ever before, but the education and research programs in many major universities are churning out graduates with a real appreciation for Nature's complex integrated systems. What if these skills and perspectives were employed in the teams of systems engineers and the technology developers that support them to help the teams think "outside-the-box" of manmade inventions? If systems engineers (SE) and technology developers regularly asked the question, "what can we learn from Nature that will help us?" as a part of their processes, they would discover another set of potential solutions. Biomimicry and knowledge of natural systems is exploding. What does this mean for systems engineering and technology? Some disciplines such as robotics and medical devices must consider nature constantly. Perhaps it's time for all technology developers and systems engineers to perceive natural systems experts as potential providers of the technologies they need.

Accelerating the commercialization of university technologies for military healthcare applications: the role of the proof of concept process

NASA Astrophysics Data System (ADS)

Ochoa, Rosibel; DeLong, Hal; Kenyon, Jessica; Wilson, Eli

2011-06-01

The von Liebig Center for Entrepreneurism and Technology Advancement at UC San Diego (vonliebig.ucsd.edu) is focused on accelerating technology transfer and commercialization through programs and education on entrepreneurism. Technology Acceleration Projects (TAPs) that offer pre-venture grants and extensive mentoring on technology commercialization are a key component of its model which has been developed over the past ten years with the support of a grant from the von Liebig Foundation. In 2010, the von Liebig Entrepreneurism Center partnered with the U.S. Army Telemedicine and Advanced Technology Research Center (TATRC), to develop a regional model of Technology Acceleration Program initially focused on military research to be deployed across the nation to increase awareness of military medical needs and to accelerate the commercialization of novel technologies to treat the patient. Participants to these challenges are multi-disciplinary teams of graduate students and faculty in engineering, medicine and business representing universities and research institutes in a region, selected via a competitive process, who receive commercialization assistance and funding grants to support translation of their research discoveries into products or services. To validate this model, a pilot program focused on commercialization of wireless healthcare technologies targeting campuses in Southern California has been conducted with the additional support of Qualcomm, Inc. Three projects representing three different universities in Southern California were selected out of forty five applications from ten different universities and research institutes. Over the next twelve months, these teams will conduct proof of concept studies, technology development and preliminary market research to determine the commercial feasibility of their technologies. This first regional program will help build the needed tools and processes to adapt and replicate this model across other regions in the Country.

Behavioral Initiatives for Energy Efficiency: Large-Scale Energy Reductions through Sensors, Feedback & Information Technology

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

Broad Funding Opportunity Announcement Project: A team of researchers from more than 10 departments at Stanford University is collaborating to transform the way Americans interact with our energy-use data. The team built a web-based platform that collects historical electricity data which it uses to perform a variety of experiments to learn what triggers people to respond. Experiments include new financial incentives, a calculator to understand the potential savings of efficient appliances, new Facebook interface designs, communication studies using Twitter, and educational programs with the Girl Scouts. Economic modeling is underway to better understand how results from the San Francisco Baymore » Area can be broadened to other parts of the country.« less

KSC-2011-3939

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3941

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3946

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3944

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3940

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3947

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3943

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3945

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3942

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

KSC-2011-3948

NASA Image and Video Library

2011-05-23

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Cory Huston

Creating a Web-accessible, point-of-care, team-based information system (PointTIS): the librarian as publisher.

PubMed

Burrows, S C; Moore, K M; Lemkau, H L

2001-04-01

The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances.

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

On the second day of NASA's 9th Robotic Mining Competition, May 15, team members from Temple University work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

Team members from Iowa State University prepare their robot miner on the second day of NASA's 9th Robotic Mining Competition, May 15, in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, college team members work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

The Development of Educational Teams. Strategies of Organizational Change Program.

ERIC Educational Resources Information Center

Schwartz, Mitchell; And Others

This monograph is designed as an introductory guide to developing effective educational teams in school districts. Aimed at both preservice and inservice educators, it shows how teams can be used to support collaboration and mutual problem-solving at all levels of the school district and describes various issues related to the development of…

Expected role of medical technologists in diabetes mellitus education teams.

PubMed

Kotani, Kazuhiko; Imazato, Takahiro; Anzai, Keizo

2015-06-01

The expected role of medical technologists within diabetes mellitus education teams was surveyed. In addition to items regarding laboratory examinations and results themselves, good communication with patients and education team members was highly required. When medical technologists sufficiently follow this role, it would aid patients to cope with life with diabetes mellitus.

Information sharing systems and teamwork between sub-teams: a mathematical modeling perspective

NASA Astrophysics Data System (ADS)

Tohidi, Hamid; Namdari, Alireza; Keyser, Thomas K.; Drzymalski, Julie

2017-12-01

Teamwork contributes to a considerable improvement in quality and quantity of the ultimate outcome. Collaboration and alliance between team members bring a substantial progress for any business. However, it is imperative to acquire an appropriate team since many factors must be considered in this regard. Team size may represent the effectiveness of a team and it is of paramount importance to determine what the ideal team size exactly should be. In addition, information technology increasingly plays a differentiating role in productivity and adopting appropriate information sharing systems may contribute to improvement in efficiency especially in competitive markets when there are numerous producers that compete with each other. The significance of transmitting information to individuals is inevitable to assure an improvement in team performance. In this paper, a model of teamwork and its organizational structure are presented. Furthermore, a mathematical model is proposed in order to characterize a group of sub-teams according to two criteria: team size and information technology. The effect of information technology on performance of team and sub-teams as well as optimum size of those team and sub-teams from a productivity perspective are studied. Moreover, a quantitative sensitivity analysis is presented in order to analyze the interaction between these two factors through a sharing system.

Technology in postgraduate medical education: a dynamic influence on learning?

PubMed

Bullock, Alison; Webb, Katie

2015-11-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The Governor's Challenge: "Building a Stronger Virginia Today": Transportation Visions and Solutions

NASA Technical Reports Server (NTRS)

Baker, Susan

2008-01-01

Using STM(Science, Technology, Engineering, Math) education, this emerging workforce will have the chance to creatively solve one of Virginia's biggest challenges: TRANSPORTATION. - Students will be asked to develop alternative transportation systems for the state. This competition will enable teams to work with business mentors to design creative solutions for regional gridlocks and develop other transportation systems to more easily and expediently reach all parts of the Commonwealth.

Prevention of Ovarian High Grade Serous Carcinoma by Elucidating Its Early Changes

DTIC Science & Technology

2016-10-01

tissue sections for studies related to study early tumor development in ovarian cancer. This information will be shared with science community. 15...fallopian tube. IMPACT ON SOCIETY BEYOND SCIENCE AND TECHNOLOGY: The findings will help to educate the society about the origins of ovarian...A Team-based Science Approach This project will help to plan the scientific and leadership aspects of the Ovarian Cancer Academy. It will also

Simulation-based education for building clinical teams

PubMed Central

Marshall, Stuart D; Flanagan, Brendan

2010-01-01

Failure to work as an effective team is commonly cited as a cause of adverse events and errors in emergency medicine. Until recently, individual knowledge and skills in managing emergencies were taught, without reference to the additional skills required to work as part of a team. Team training courses are now becoming commonplace, however their strategies and modes of delivery are varied. Just as different delivery methods of traditional education can result in different levels of retention and transfer to the real world, the same is true in team training of the material in different ways in traditional forms of education may lead to different levels of retention and transfer to the real world, the same is true in team training. As team training becomes more widespread, the effectiveness of different modes of delivery including the role of simulation-based education needs to be clearly understood. This review examines the basis of team working in emergency medicine, and the components of an effective emergency medical team. Lessons from other domains with more experience in team training are discussed, as well as the variations from these settings that can be observed in medical contexts. Methods and strategies for team training are listed, and experiences in other health care settings as well as emergency medicine are assessed. Finally, best practice guidelines for the development of team training programs in emergency medicine are presented. PMID:21063559

The health educator as a team leader in primary health care.

PubMed

Brieger, W R; Ramakrishna, J

1986-01-01

Health teams naturally vary in size and composition according to their goals and objectives. Leadership of these teams should also be based on these goals. The goals of community-based primary health care, local involvement, cultural relevance, effective use of local resources, imply an important leadership role for health educators. The experience in the Ibarapa Local Government Area in Nigeria shows that health educators can be effective leaders in guiding a primary health care work group through various stages of program development. The use of a flexible, contractual model of team formation fits in well with the health educator's abilities to coordinate various program inputs and serve as mediator between professionals and the communities they serve. The ultimate mark of the health educator's leadership skills is the incorporation of community members into the health team.

Aerokats and Rover

NASA Astrophysics Data System (ADS)

Bland, G.; Miles, T.; Nagchaudhuri, A.; Henry, A.; Coronado, P.; Smith, S.; Bydlowski, D.; Gaines, J.; Hartman, C.

2015-12-01

Two novel tools are being developed for team-based environmental and science observations suitable for use in Middle School through Undergraduate settings. Partnerships with NASA's Goddard Space Flight Center are critical for this work, and the concepts and practices are aimed at providing affordable and easy-to-field hardware to the classroom. The Advanced Earth Research Observation Kites and Atmospheric and Terrestrial Sensors (AEROKATS) system brings affordable and easy-to-field remote sensing and in-situ measurements within reach for local-scale Earth observations and data gathering. Using commercial kites, a wide variety of sensors, and a new NASA technology, AEROKATS offers a quick-to-learn method to gather airborne remote sensing and in-situ data for classroom analysis. The Remotely Operated Vehicle for Education and Research (ROVER) project introduces team building for mission operations and research, using modern technologies for exploring aquatic environments. ROVER projects use hobby-type radio control hardware and common in-water instrumentation, to highlight the numerous roles and responsibilities needed in real-world research missions, such as technology, operations, and science disciplines. NASA GSFC's partnerships have enabled the fielding of several AEROKATS and ROVER prototypes, and results suggest application of these methods is feasible and engaging.

Team 282 prepares for the FIRST competition

NASA Technical Reports Server (NTRS)

2000-01-01

The Orange Crusher team (282) works on their robot, which is named Rust Bot, during the FIRST competition. The team of students from Lake Howell, Winter Springs and Orange Christian Private high schools was co-sponsored by NASA Kennedy Space Center, Matern Professional Engineering The Foundation, Control Technologies, Lucent Technologies and Sandy Engineering. Students from all over the country are at the KSC Visitor Complex for the FIRST (For Inspiration and Recognition of Science and Technology) Southeast Regional competition March 9-11 in the Rocket Garden. Teams of high school students are testing the limits of their imagination using robots they have designed, with the support of business and engineering professionals and corporate sponsors, to compete in a technological battle against other schools' robots. Of the 30 high school teams competing, 16 are Florida teams co- sponsored by NASA and KSC contractors. Local high schools participating are Astronaut, Bayside, Cocoa Beach, Eau Gallie, Melbourne, Melbourne Central Catholic, Palm Bay, Rockledge, Satellite, and Titusville.

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

PubMed Central

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

2017-01-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level. PMID:28989192

A case study of the change process of integrating technology into an elementary science methods course from 1997 to 2003

NASA Astrophysics Data System (ADS)

Hsu, Pi-Sui

The purpose of this qualitative case study was to provide a detailed description of the change process of technology integration into a science methods course, SCIED 458, as well as to interpret and analyze essential issues involved in the change process and examine how these factors influenced the change process. This study undertook qualitative research that employed case study research design. In-depth interviewing and review of the documents were two major data collection methods in this study. Participants included the three key faculty members in the science education program, a former graduate student who participated in writing the Link-to-Learn grant proposal, a former graduate student who taught SCIED 458, and two current graduate students who were teaching SCIED 458. A number of data analysis strategies were used in this study; these strategies included (1) coding for different periods of time and project categories and roles of people, (2) identifying themes, trends and coding for patterns, (3) reducing the data for analysis of trends and synthesizing and summarizing the data, and (4) integrating the data into one analytical framework. The findings indicated that this change process had evolved through the stages of adoption and diffusion, implementation, and institutionalization and a number of strategies facilitated the changes in individual stages, including the formation of a leadership team in the early stages, gradual adoption of technology tools, use of powerful pedagogy and methodology, the formation of a research community, and separation of technology training and subject teaching. The findings also indicated the essential factors and systems that interacted with each other and sustained the change process; these included a transformational shared leadership team, the formation of a learning and research community, reduced resistance of the elementary prospective teachers to technology, availability of university resources, involvement of the local school districts, support of the state department of education, recognition of the professional organizations, creation of partnerships with software companies, and technology advancements in society. A framework for integrating technology was presented to assist school reformers and instructional designers in initiating, implementing, and sustaining the changes due to technology integration in a systemic manner.

Coupling Immersive Experiences with the Use of Mission Data to Encourage Students' Interest in Science, Technology, Engineering, and Math: Examples from the Mars Exploration Program

NASA Astrophysics Data System (ADS)

Klug, S. L.; Valderrama, P.; Viotti, M. A.; Watt, K.; Wurman, G.

2004-12-01

The Mars Exploration Program, in partnership with the Arizona State University Mars Education Program has created and successfully tested innovative pathways and programs that introduce, develop, and reinforce science, technology, engineering, and mathematics - STEM subjects into pre-college curriculum. With launches scheduled every 26 months, Mars has the unique opportunity and ability to have a long-term, systemic influence on science education. Also, because of the high level of interest in Mars, as exemplified by the10 billion Internet hits during the Mars Exploration Rover mission, it is a great vehicle for the infusion of current science into today's classrooms. These Mars education programs have linked current mission science and engineering with the National Education Standards, integrating them in a teacher-friendly and student-friendly format. These linkages are especially synergistic when combined with long-term partnerships between educators, Mars scientists and engineers, as they exemplify real-world collaborations and teamwork. To accommodate many different audience needs, an array of programs and a variety of approaches to these programs have been developed. High tech, low tech and no tech options can be implemented to help insure that as many students can be accommodated and impacted by these programs as possible. These programs are scaled to match the National Education Standards in the grade levels in which students need to become proficient in these subjects. The Mars Student Imaging Project - MSIP allows teams of students from the fifth grade through community college to be immersed in a hands-on program and experience the scientific process firsthand by using the Thermal Emission Imaging System - THEMIS camera to target their own image of Mars using an educational version of the real flight software used to target THEMIS images. The student teams then analyze their image and report their findings to the MSIP website. This project has been in existence for over two years and has been used by teachers and students from across the US. The Mars Exploration Student Data Team Program was created and prototyped during the Mars Exploration Rover mission this past January through April. Over 500 students from 25 schools from across the US participated in real-time data analysis using the Mars Odyssey and Mars Global Surveyor infrared instruments -Thermal Emission Spectrometer - TES and THEMIS to monitor the rover landing sites. This program utilized a virtual team format and allowed high school students to collaborate with other teams that were, at times, thousands of miles away to implement real-time observations. This program will be carried forward to several of the upcoming missions. Finally, the Athena Student Intern Program is the higher end of involvement for students and teachers. These students and teachers were competitively selected to spend a week during the mission operations of the rovers at JPL. All of these programs have a common thread..ownership of the experience. By empowering the next generation of learners with the knowledge that they can be part of their future through such immersive experiences before they reach college, they will be ready to take on harder challenges that will reach higher towards new frontiers

Developing measures of educational change for academic health care teams implementing the chronic care model in teaching practices.

PubMed

Bowen, Judith L; Stevens, David P; Sixta, Connie S; Provost, Lloyd; Johnson, Julie K; Woods, Donna M; Wagner, Edward H

2010-09-01

The Chronic Care Model (CCM) is a multidimensional framework designed to improve care for patients with chronic health conditions. The model strives for productive interactions between informed, activated patients and proactive practice teams, resulting in better clinical outcomes and greater satisfaction. While measures for improving care may be clear, measures of residents' competency to provide chronic care do not exist. This report describes the process used to develop educational measures and results from CCM settings that used them to monitor curricular innovations. Twenty-six academic health care teams participating in the national and California Academic Chronic Care Collaboratives. Using successive discussion groups and surveys, participants engaged in an iterative process to identify desirable and feasible educational measures for curricula that addressed educational objectives linked to the CCM. The measures were designed to facilitate residency programs' abilities to address new accreditation requirements and tested with teams actively engaged in redesigning educational programs. Field notes from each discussion and lists from work groups were synthesized using the CCM framework. Descriptive statistics were used to report survey results and measurement performance. Work groups generated educational objectives and 17 associated measurements. Seventeen (65%) teams provided feasibility and desirability ratings for the 17 measures. Two process measures were selected for use by all teams. Teams reported variable success using the measures. Several teams reported use of additional measures, suggesting more extensive curricular change. Using an iterative process in collaboration with program participants, we successfully defined a set of feasible and desirable education measures for academic health care teams using the CCM. These were used variably to measure the results of curricular changes, while simultaneously addressing requirements for residency accreditation.

The Design and Development of CollaborAT: A Groupware Solution for IEP Teams Supporting School-Age Students Who Use Assistive Technology

ERIC Educational Resources Information Center

Geist, Lori A.

2010-01-01

Team collaboration is necessary to fully support school-age students who use assistive technology (AT). Teams should include the student, his or her family, and school professionals. Unfortunately, team collaboration is often not realized due to constraints that range from scheduling conflicts and language barriers to lack of defined roles and…

International Space Exploration Coordination Group Assessment of Technology Gaps for Dust Mitigation for the Global Exploration Roadmap

NASA Technical Reports Server (NTRS)

Gaier, James R.; Vangen, Scott; Abel, Phil; Agui, Juan; Buffington, Jesse; Calle, Carlos; Mary, Natalie; Smith, Jonathan Drew; Straka, Sharon; Mugnuolo, Raffaele;

Redesigning Collegiate Leadership: Teams and Teamwork in Higher Education.

ERIC Educational Resources Information Center

Bensimon, Estela Mara; Neumann, Anna

This report examines the usefulness of leadership teams in higher education based on study results involving 15 institutions of higher education located throughout the United States. In chapters 1 and 2 the concept of the "leadership team" is introduced by means of: (1) a discussion of the advantages and disadvantages of teamwork; and (2) a…

Virtual Team Effectiveness: An Empirical Study Using SEM

ERIC Educational Resources Information Center

Bhat, Swati Kaul; Pande, Neerja; Ahuja, Vandana

2016-01-01

Advances in communication and information technology create new opportunities for organizations to build and manage virtual teams. Virtual teams have become a norm for organizations whose members work across disparate geographical locations, relying primarily or exclusively, on the usage of Information and Communications Technology (ICT) for the…

NEIS (NASA Environmental Information System)

NASA Technical Reports Server (NTRS)

Cook, Beth

1995-01-01

The NASA Environmental Information System (NEIS) is a tool to support the functions of the NASA Operational Environment Team (NOET). The NEIS is designed to provide a central environmental technology resource drawing on all NASA centers' capabilities, and to support program managers who must ultimately deliver hardware compliant with performance specifications and environmental requirements. The NEIS also tracks environmental regulations, usages of materials and processes, and new technology developments. It has proven to be a useful instrument for channeling information throughout the aerospace community, NASA, other federal agencies, educational institutions, and contractors. The associated paper will discuss the dynamic databases within the NEIS, and the usefulness it provides for environmental compliance efforts.

Sterilization of mycete attached on the unearthed silk fabrics by an atmospheric pressure plasma jet

NASA Astrophysics Data System (ADS)

Zhang, Rui; Yu, Jin-song; Huang, Jun; Chen, Guang-liang; Liu, Xin; Chen, Wei; Wang, Xing-quan; Li, Chao-rong

2018-05-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 11665005, 11505032, 11547139, 51672249, and 11565003), the Zhejiang Natural Science Foundation of China (Grant No. LY16A050002), the Natural Science Foundation of Jiangxi Province, China (Grant Nos. 20161BAB211026, 20171ACB21049, and 20171BAB211012), the Science and Technology Project of Jiangxi Provincial Department of Education, China (Grant No. GJJ150981), the Program for Innovative Research Team of Zhejiang Sci-Tech University, China, and the Opening Foundation of Insititue of Textile Technology, Wuhan Texitle Universitiy, China (Grant No. GCZX201702).

Graduate Physics Education Adding Industrial Culture and Methods to a Traditional Graduate Physics Department

NASA Astrophysics Data System (ADS)

Vickers, Ken

2005-03-01

The education and training of the workforce needed to assure global competitiveness of American industry in high technology areas, along with the proper role of various disciplines in that educational process, is currently being re-examined. Several academic areas in science and engineering have reported results from such studies that revealed several broad themes of educational need that span and cross the boundaries of science and engineering. They included greater attention to and the development of team-building skills, personal or interactive skills, creative ability, and a business or entrepreneurial where-with-all. We will report in this paper the results of a fall 2000 Department of Education FIPSE grant to implement changes in its graduate physics program to address these issues. The proposal goal was to produce next-generation physics graduate students that are trained to evaluate and overcome complex technical problems by their participation in courses emphasizing the commercialization of technology research. To produce next-generation physics graduates who have learned to work with their student colleagues for their mutual success in an industrial-like group setting. And finally, to produce graduates who can lead interdisciplinary groups in solving complex problems in their career field.

[Development of human resources and the Plan of Action].

PubMed

Vidal, C

1984-01-01

This article (whose first part was published in the previous issue of Educación Médica y Salud) concludes an exhaustive review of manpower development in the Americas. This part considers the specific measures in this field enunciated in the Plan of Action; these measures pertain to four main areas: planning and programming of human resources, training in priority areas, utilization of human resources, and educational technology. The author discusses the present and future possibilities and obstacles of each of these activities and the steps to be taken to bring needs into line with real situations. It is of paramount importance that the national health authorities clearly spell out their policies for the development of human resources in the health field within the framework of general development policies. Another point to be insisted upon is the multiprofessional and multidisciplinary training of the health team and the importance of the education-service-supervision function, which usually results in permanent and continuing education, which in turn optimizes the utilization of personnel. However, none of this will be possible without an appropriate education technology with which to innovate, analyze and refine the entire education process and so meet the needs of both society and the health services.

Students Soaring High with Software Spinoff

NASA Technical Reports Server (NTRS)

2004-01-01

An educational software product designed by the Educational Technology Team at Ames Research Center is bringing actual aeronautical work performed by NASA engineers to the public in an interactive format for the very first time, in order to introduce future generations of engineers to the fundamentals of flight. The "Exploring Aeronautics" multimedia CD-ROM was created for use by teachers of students in grades 5 through 8. The software offers an introduction to aeronautics and covers the fundamentals of flight, including how airplanes take off, fly, and land. It contains a historical timeline and a glossary of aeronautical terms, examines different types of aircraft, and familiarizes its audience with the tools used by researchers to test aircraft designs, like wind tunnels and computational fluid dynamics. "Exploring Aeronautics" was done in cartoon animation to make it appealing to kids," notes Andrew Doser, an Ames graphic artist who helped to produce the CD-ROM, along with a team of multimedia programmers, artists, and educators, in conjunction with numerous Ames scientists. In addition to lively animation, the software features QuickTime movies and highly intuitive tools to promote usage of NASA s scientific methods in the world of aeronautics.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schatz, Glenn

Higher education uses less energy per square foot than most commercial building sectors. However, higher education campuses house energy-intensive laboratories and data centers that may spend more than this average; laboratories, in particular, are disproportionately represented in the higher education sector. The Commercial Building Partnership (CBP), a public/private, cost-shared program sponsored by the U.S. Department of Energy (DOE), paired selected commercial building owners and operators with representatives of DOE, its national laboratories, and private-sector technical experts. These teams explored energy-saving measures across building systems–including some considered too costly or technologically challenging–and used advanced energy modeling to achieve peak whole-building performance.more » Modeling results were then included in new construction or retrofit designs to achieve significant energy reductions.« less

Lessons learned in multisite, nursing education research while studying a technology learning innovation.

PubMed

North, Sarah; Giddens, Jean

2013-10-01

Multiple challenges must be addressed when educational research is being conducted that involves a teaching innovation at multiple sites over time, including the consistent adoption and use of the intervention, attrition, response rates, and other aspects related to managing a complex study. After an 18-month nursing education study was conducted at multiple institutions across the United States, the authors' study team reflected on strategies that worked well, the challenges faced, and what could have been done differently. This article details the challenges and offers recommendations for other researchers conducting similar studies. Recommendations related to communication and engagement, innovation fidelity, survey fatigue, multiple institutional review board applications, and flexibility are provided. Copyright 2013, SLACK Incorporated.

Secret Objective Standoff: International Safeguards Educational Exercise

DOE Office of Scientific and Technical Information (OSTI.GOV)

Okowita, Samantha L

The International Safeguards Regime, being so multi-faceted, can be overwhelming to those first introduced to its many components. The organizers and lecturers of workshops and courses on nonproliferation often provide a series of independent lectures and must somehow demonstrate the cohesive and effective nature of the system. An exercise titled The Secret Objective Standoff was developed to complement lectures with hands-on learning to assist participants in bringing all the many components (IAEA agreements, export controls, treaty obligations, international diplomacy, etc.) of the International Safeguards Regime together. This exercise divides participants into teams that are assigned the role of either amore » country or the IAEA and asks that they fully immerse themselves in their roles. The teams are then randomly assigned three unique and secret objectives that are intended to represent realistic and current geopolitical scenarios. Through construction, trading, or hoarding of four resources (experts, technology, money, and uranium), the teams have a finite number of turns to accomplish their objectives. Each turn has three phases random dispersal of resources, a timed discussion where teams can coordinate and strategize with others, and an action phase. During the action phase, teams inform the moderator individually and secretly what they will be doing that turn. The exercise has been tested twice with Oak Ridge National Laboratory personnel, and has been conducted with outside participants twice, in each case the experience was well received by both participants and instructors. This exercise provides instructors the ability to modify the exercise before or during game play to best fit their educational goals. By offering a range of experiences, from an in-depth look at specific components to a generalized overview, this exercise is an effective tool in helping participants achieve a full understanding the International Safeguards Regime.« less

Obstetric team simulation program challenges.

PubMed

Bullough, A S; Wagner, S; Boland, T; Waters, T P; Kim, K; Adams, W

2016-12-01

To describe the challenges associated with the development and assessment of an obstetric emergency team simulation program. The goal was to develop a hybrid, in-situ and high fidelity obstetric emergency team simulation program that incorporated weekly simulation sessions on the labor and delivery unit, and quarterly, education protected sessions in the simulation center. All simulation sessions were video-recorded and reviewed. Labor and delivery unit and simulation center. Medical staff covering labor and delivery, anesthesiology and obstetric residents and obstetric nurses. Assessments included an on-line knowledge multiple-choice questionnaire about the simulation scenarios. This was completed prior to the initial in-situ simulation session and repeated 3 months later, the Clinical Teamwork Scale with inter-rater reliability, participant confidence surveys and subjective participant satisfaction. A web-based curriculum comprising modules on communication skills, team challenges, and team obstetric emergency scenarios was also developed. Over 4 months, only 6 labor and delivery unit in-situ sessions out of a possible 14 sessions were carried out. Four high-fidelity sessions were performed in 2 quarterly education protected meetings in the simulation center. Information technology difficulties led to the completion of only 18 pre/post web-based multiple-choice questionnaires. These test results showed no significant improvement in raw score performance from pre-test to post-test (P=.27). During Clinical Teamwork Scale live and video assessment, trained raters and program faculty were in agreement only 31% and 28% of the time, respectively (Kendall's W=.31, P<.001 and W=.28, P<.001). Participant confidence surveys overall revealed confidence significantly increased (P<.05), from pre-scenario briefing to after post-scenario debriefing. Program feedback indicates a high level of participant satisfaction and improved confidence yet further program refinement is required. Copyright © 2016 Elsevier Inc. All rights reserved.

KSC00pp0325

NASA Image and Video Library

2000-03-10

The Orange Crusher team (282) works on their robot, which is named Rust Bot, during the FIRST competition. The team of students from Lake Howell, Winter Springs and Orange Christian Private high schools was co-sponsored by NASA Kennedy Space Center, Matern Professional Engineering The Foundation, Control Technologies, Lucent Technologies and Sandy Engineering. Students from all over the country are at the KSC Visitor Complex for the FIRST (For Inspiration and Recognition of Science and Technology) Southeast Regional competition March 9-11 in the Rocket Garden. Teams of high school students are testing the limits of their imagination using robots they have designed, with the support of business and engineering professionals and corporate sponsors, to compete in a technological battle against other schools' robots. Of the 30 high school teams competing, 16 are Florida teams co-sponsored by NASA and KSC contractors. Local high schools participating are Astronaut, Bayside, Cocoa Beach, Eau Gallie, Melbourne, Melbourne Central Catholic, Palm Bay, Rockledge, Satellite, and Titusvill

KSC-00pp0325

NASA Image and Video Library

2000-03-10

The Orange Crusher team (282) works on their robot, which is named Rust Bot, during the FIRST competition. The team of students from Lake Howell, Winter Springs and Orange Christian Private high schools was co-sponsored by NASA Kennedy Space Center, Matern Professional Engineering The Foundation, Control Technologies, Lucent Technologies and Sandy Engineering. Students from all over the country are at the KSC Visitor Complex for the FIRST (For Inspiration and Recognition of Science and Technology) Southeast Regional competition March 9-11 in the Rocket Garden. Teams of high school students are testing the limits of their imagination using robots they have designed, with the support of business and engineering professionals and corporate sponsors, to compete in a technological battle against other schools' robots. Of the 30 high school teams competing, 16 are Florida teams co-sponsored by NASA and KSC contractors. Local high schools participating are Astronaut, Bayside, Cocoa Beach, Eau Gallie, Melbourne, Melbourne Central Catholic, Palm Bay, Rockledge, Satellite, and Titusvill

The SWAT Team: Successfully Integrating Technology into the Curriculum.

ERIC Educational Resources Information Center

Cathey, Marcy E.

The Madeira School (McLean, Virginia) had been behind on advanced technology as compared to many of its competitor schools. In the fall of 1996, the cornerstone for the Savvy With All Technology (SWAT) team program was laid. The idea of SWAT was to infiltrate departments with technology specialists and users so that technology would be used across…

Virtual Team Governance: Addressing the Governance Mechanisms and Virtual Team Performance

NASA Astrophysics Data System (ADS)

Zhan, Yihong; Bai, Yu; Liu, Ziheng

As technology has improved and collaborative software has been developed, virtual teams with geographically dispersed members spread across diverse physical locations have become increasingly prominent. Virtual team is supported by advancing communication technologies, which makes virtual teams able to largely transcend time and space. Virtual teams have changed the corporate landscape, which are more complex and dynamic than traditional teams since the members of virtual teams are spread on diverse geographical locations and their roles in the virtual team are different. Therefore, how to realize good governance of virtual team and arrive at good virtual team performance is becoming critical and challenging. Good virtual team governance is essential for a high-performance virtual team. This paper explores the performance and the governance mechanism of virtual team. It establishes a model to explain the relationship between the performance and the governance mechanisms in virtual teams. This paper is focusing on managing virtual teams. It aims to find the strategies to help business organizations to improve the performance of their virtual teams and arrive at the objectives of good virtual team management.

Virtual Teams and Synchronous Presentations: An Online Class Experience

ERIC Educational Resources Information Center

Adkins, Joni K.

2013-01-01

Global expansion, cost containment, and technology advances have all played a role in the increase of virtual teams in today's workplace. Virtual teams in an online graduate information technology management class prepared and presented synchronous presentations over a business or non-profit sector case. This paper includes a brief literature…

School Technology Leadership: Artifacts in Systems of Practice

ERIC Educational Resources Information Center

Dexter, Sara

2011-01-01

A cross-case analysis of five case studies of team-based technology leadership in middle schools with laptop programs identifies systems of practice that organize teams' distributed leadership. These cases suggest that successfully implementing a complex improvement effort warrants a team-based leadership approach, especially for an improvement…

ARPA-E: Guiding Technologies to Commercial Success

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tuttle, John; Aizenberg, Joanna; Madrone, Leila

ARPA-E’s Technology-to-Market Advisors work closely with each ARPA-E project team to develop and execute a commercialization strategy. ARPA-E requires our teams to focus on their commercial path forward, because we understand that to have an impact on our energy mission, technologies must have a viable path into the marketplace. ARPA-E Senior Commercialization Advisor Dr. John Tuttle discusses what this Tech-to-Market guidance in practice looks like with reference to two project teams. OPEN 2012 awardees from Harvard University and Sunfolding share their stories of how ARPA-E worked with their teams to analyze market conditions and identify commercial opportunities that ultimately convincedmore » them to pivot their technologies towards market applications with greater potential.« less

"Teamwork" or "Working as a Team"? The Theory and Practice of Top Team Working in UK Higher Education

ERIC Educational Resources Information Center

Woodfield, Steve; Kennie, Tom

2008-01-01

This article focuses on the theory and practice of teamwork in "top management teams" in UK higher education institutions. It is informed by some of the key findings from a recent two-year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education…

How to Become a Broker: The Role of Teacher Educators in Developing Collaborative Teacher Research Teams

ERIC Educational Resources Information Center

Willegems, Vicky; Consuegra, Els; Struyven, Katrien; Engels, Nadine

2016-01-01

This study explores how teacher educators involved in developing collaborative teacher research teams of pre-service and in-service teachers perceive their new role. Ten teacher educators in 9 teams were involved in a 1-year teacher research cycle. Thematic analysis was performed on the transcriptions of audio-taped group sessions, video diaries…

Using Communication Technology to Enhance Interprofessional Education Simulations

PubMed Central

Shrader, Sarah; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-01-01

Objective. To determine the impact of simulations using an alternative method of communication on students’ satisfaction, attitudes, confidence, and performance related to interprofessional communication. Design. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Assessment. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Conclusion. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum. PMID:26941439

Research-Grade 3D Virtual Astromaterials Samples: Novel Visualization of NASA's Apollo Lunar Samples and Antarctic Meteorite Samples to Benefit Curation, Research, and Education

NASA Technical Reports Server (NTRS)

Blumenfeld, E. H.; Evans, C. A.; Oshel, E. R.; Liddle, D. A.; Beaulieu, K. R.; Zeigler, R. A.; Righter, K.; Hanna, R. D.; Ketcham, R. A.

2017-01-01

NASA's vast and growing collections of astromaterials are both scientifically and culturally significant, requiring unique preservation strategies that need to be recurrently updated to contemporary technological capabilities and increasing accessibility demands. New technologies have made it possible to advance documentation and visualization practices that can enhance conservation and curation protocols for NASA's Astromaterials Collections. Our interdisciplinary team has developed a method to create 3D Virtual Astromaterials Samples (VAS) of the existing collections of Apollo Lunar Samples and Antarctic Meteorites. Research-grade 3D VAS will virtually put these samples in the hands of researchers and educators worldwide, increasing accessibility and visibility of these significant collections. With new sample return missions on the horizon, it is of primary importance to develop advanced curation standards for documentation and visualization methodologies.

The Aeronautics Education, Research, and Industry Alliance (AERIAL) 2002 Report

NASA Technical Reports Server (NTRS)

Bowen, Brent D.; Box, Richard C.; Fink, Mary; Gogos, George; Lehrer, Henry R.; Narayanan, Ram M.; Nickerson, Jocelyn S.; Tarry, Scott E.; Vlasek, Karisa D.; O'Neil, Patrick D.

2002-01-01

The NASA Nebraska Space Grant Consortium (NSGC) & EPSCoR programs at the University of Nebraska at Omaha are involved in a variety of innovative research activities. Such research is supported through the Aeronautics Education, Research, and Industry Alliance (AERIAL) and collaborative seed funds. AERIAL is a comprehensive, multi-faceted, five year NASA EPSCoR initiative that contributes substantially to the strategic research and technology priorities of NASA while intensifying Nebraska s rapidly growing aeronautics research and development endeavors. AERIAL includes three major collaborative research teams (CRTs) whose nexus is a common focus in aeronautics research. Each CRT - Small Aircraft Transportation System (SATS), Airborne Remote Sensing for Agricultural Research and Commercialization Applications (ARS), and Numerical Simulation of the Combustion of Fuel Droplets: Finite Rate Kinetics and Flame Zone Grid Adaptation (CEFD) -has a distinct research agenda. This program provides the template for funding of new and innovative research that emphasizes aerospace technology.

TEAM Science Advances STEM through Experiential Learning about Karst Geology at the Ozark Underground Laboratory.

NASA Astrophysics Data System (ADS)

Haskins, M. F.; Patterson, J. D.; Ruckman, B.; Keith, N.; Aley, C.; Aley, T.

2017-12-01

Carbonate karst represents approximately 14% of the world's land area and 20-25% of the land area in the United States. Most people do not understand this three dimensional landscape because they lack direct experience with this complicated geology. For the last 50 years, Ozark Underground Laboratory (OUL), located in Protem, MO, has been a pioneer in the research of karst geology and its influence on groundwater. OUL has also provided surface and sub-surface immersion experiences to over 40,000 individuals including students, educators, and Department of Transportation officials helping those individuals better understand the challenges associated with karst. Rockhurst University has incorporated OUL field trips into their educational programming for the last 30 years, thus facilitating individual understanding of karst geology which comprises approximately 60% of the state. Technology and Educators Advancing Missouri Science (TEAM Science) is a grant-funded professional development institute offered through Rockhurst University. The institute includes an immersion experience at OUL enabling in-service teachers to better understand natural systems, the interplay between the surface, sub-surface, and cave fauna, as well as groundwater and energy dynamics of karst ecosystems. Educating elementary teachers about land formations is especially important because elementary teachers play a foundational role in developing students' interest and aptitude in STEM content areas. (Funding provided by the U.S. Department of Education's Math-Science Partnership Program through the Missouri Department of Elementary and Secondary Education.)

BEOS-A new approach to promote and organize industrial ISS utilization

NASA Astrophysics Data System (ADS)

Luttmann, Helmut; Buchholz, Henning; Bratke, Burkhard; Hueser, Detlev; Dittus, Hansjörg

2000-01-01

In order to develop and to market innovative services and products for the operation of the ISS and its utilization, three players have teamed up together and established an entity called BEOS (Bremen Engineering Operations Science). The team is made up of DaimlerChrysler Aerospace, OHB-System and ZARM, the Center of Applied Space Technology and Microgravity at the University of Bremen. It is the aim of BEOS to represent a competent industrial interface to potential ISS users from the space and non-space industries. In this effort BEOS is supporting and supplementing the activities of the space agencies, especially in the field of industrial and/or commercial ISS utilization. With this approach BEOS is creating new business opportunities not only for its team members but also for its customers from industry. Besides the fostering of industrial research in space, nontechnical fields of space utilization like entertainment, advertisement, education and space travel represent further key sectors for the marketing efforts of BEOS. .

KSC-2011-4148

NASA Image and Video Library

2011-05-27

CAPE CANAVERAL, Fla. -- While an event judge looks on, university students monitor their team's remote controlled or autonomous excavator, called a lunabot, as it is maneuvered in a "sand box" of ultra-fine simulated lunar soil during NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

BioSIGHT: Interactive Visualization Modules for Science Education

NASA Technical Reports Server (NTRS)

Wong, Wee Ling

1998-01-01

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high-speed network capabilities. The BioSIGHT project at is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches toward the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students.

Special Education and Severe Disabilities in Costa Rica: Developing Inclusion in a Developing Country.

ERIC Educational Resources Information Center

Stough, Laura M.

2003-01-01

An overview of special education in Costa Rica is provided. Costa Rica has promulgated four educational service models that extend special education expertise: consulting teachers, educational assistance teams, itinerant teams, and resource centers. Their educational classification system describes the level of modifications required by students.…

An Investigation into the Prioritization of Air Force Civil Engineering Structural Maintenance Decisions.

DTIC Science & Technology

1981-09-01

Systems and Logistics AREA &WORIUNITNUMUERS Air Force Institute of Technology WPAFB OH 11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE Department of...consists of a cursory glance at structural members located in easily accessable areas and many critical parts of the facility go unnoticed. A counterpart...too far, If inspection teams can be persuaded to take a little extra time to inspect obscure areas of a structural support system and educated with

The challenges of clinical education in a baccalaureate surgical technology students in Iran: a qualitative study.

PubMed

Zardosht, Roghayeh; Moonaghi, Hossein Karimi; Razavi, Mohammad Etezad; Ahmady, Soleiman

2018-02-01

Clinical education is an integral part of the surgical technology curriculum, in which students combine and integrate knowledge, skills, attitudes, values and philosophies of the profession. It is difficult to learn and adapt to different types of skills and roles in the operating room environment. This qualitative study examines the difference between the clinical education of Surgical Technology and other clinical settings, and the challenges faced by students in the field, within the course. This was a qualitative content analysis study conducted in 2016. The participants in this study were 16 baccalaureate surgical technology students of the University for Medical Sciences in Khorasan Razavi province. A semi-structured interview method was run to collect the required data. The sampling was initially purposive, then in the snowball method which continued until data saturation. All interviews were recorded, then transcribed, and analyzed using a continuous comparative method and conventional qualitative content analysis method. From the deep and rich descriptions of the participants, three themes including "stressful environment", "controversy between anticipation of role and reality", and "humiliating experiences" as well as a general theme of "bitter education" were obtained. Students' orientation before attending the operating room, accompanying, supporting, and a full-time attendance of the specialist instructor, strengthening the prerequisite knowledge and skills for the students in this field, teaching ethics, and professional interactions, play an important role in the student's acceptance of the operating room, in the surgery team and the improvement of the quality of clinical education of these students.

Comparison of lecture and team-based learning in medical ethics education.

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

Training Informal Educators Provides Leverage for Space Science Education and Public Outreach

NASA Technical Reports Server (NTRS)

Allen, J. S.; Tobola, K. W.; Betrue, R.

2004-01-01

How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.

Collaborative learning in radiologic science education.

PubMed

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

Object and technologies in the working process of an itinerant team in mental health.

PubMed

Eslabão, Adriane Domingues; Pinho, Leandro Barbosa de; Coimbra, Valéria Cristina Christello; Lima, Maria Alice Dias da Silva; Camatta, Marcio Wagner; Santos, Elitiele Ortiz Dos

2017-01-01

Objective To analyze the work object and the technologies in the working process of a Mental Health Itinerant Team in the attention to drug users. Methods Qualitative case study, carried out in a municipality in the South of Brazil. The theoretical framework was the Healthcare Labor Process. The data was collected through participant observation and semi-structured interviews with the professionals of an itinerant team in the year of 2015. For data analysis we used the Thematic Content Analysis. Results In the first empirical category - work object - the user is considered as a focus, bringing new challenges in the team's relationship with the network. In the second category - technologies of the work process - potentialities and contradictions of the team work tools are highlighted. Conclusions As an innovation in the mental health context, the itinerant team brings real possibilities to reinvent the care for the drug user as well as new institutional challenges.

Understanding the Adaptive Use of Virtual World Technology Capabilities and Trust in Virtual Teams

ERIC Educational Resources Information Center

Owens, Dawn

2012-01-01

In an environment of global competition and constant technological change, the use of virtual teams has become commonplace for many organizations. Virtual team members are geographically and temporally dispersed, experience cultural diversity, and lack shared social context and face-to-face encounters considered as irreplaceable for building and…

The Essence of Using Collaborative Technology for Virtual Team Members: A Study Using Interpretative Phenomenology

ERIC Educational Resources Information Center

Houck, Christiana L.

2013-01-01

This interpretative phenomenological study used semi-structured interviews of 10 participants to gain a deeper understanding of the experience for virtual team members using collaborative technology. The participants were knowledge workers from global software companies working on cross-functional project teams at a distance. There were no…

Systems Engineering Knowledge Asset (SEKA) Management for Higher Performing Engineering Teams: People, Process and Technology toward Effective Knowledge-Workers

ERIC Educational Resources Information Center

Shelby, Kenneth R., Jr.

2013-01-01

Systems engineering teams' value-creation for enterprises is slower than possible due to inefficiencies in communication, learning, common knowledge collaboration and leadership conduct. This dissertation outlines the surrounding people, process and technology dimensions for higher performing engineering teams. It describes a true experiment…

The Impact of Virtual Collaboration and Collaboration Technologies on Knowledge Transfer and Team Performance in Distributed Organizations

ERIC Educational Resources Information Center

Ngoma, Ngoma Sylvestre

2013-01-01

Virtual teams are increasingly viewed as a powerful determinant of competitive advantage in geographically distributed organizations. This study was designed to provide insights into the interdependencies between virtual collaboration, collaboration technologies, knowledge transfer, and virtual team performance in an effort to understand whether…

Enabling Access to Medical and Health Education in Rwanda Using Mobile Technology: Needs Assessment for the Development of Mobile Medical Educator Apps

PubMed Central

Tomaszewski, Brian; Dusabejambo, Vincent; Ndayiragije, Vincent; Gonsalves, Snedden; Sawant, Aishwarya; Mumararungu, Angeline; Gasana, George; Amendezo, Etienne; Haake, Anne; Mutesa, Leon

2016-01-01

Background Lack of access to health and medical education resources for doctors in the developing world is a serious global health problem. In Rwanda, with a population of 11 million, there is only one medical school, hence a shortage in well-trained medical staff. The growth of interactive health technologies has played a role in the improvement of health care in developed countries and has offered alternative ways to offer continuous medical education while improving patient's care. However, low and middle-income countries (LMIC) like Rwanda have struggled to implement medical education technologies adapted to local settings in medical practice and continuing education. Developing a user-centered mobile computing approach for medical and health education programs has potential to bring continuous medical education to doctors in rural and urban areas of Rwanda and influence patient care outcomes. Objective The aim of this study is to determine user requirements, currently available resources, and perspectives for potential medical education technologies in Rwanda. Methods Information baseline and needs assessments data collection were conducted in all 44 district hospitals (DHs) throughout Rwanda. The research team collected qualitative data through interviews with 16 general practitioners working across Rwanda and 97 self-administered online questionnaires for rural areas. Data were collected and analyzed to address two key questions: (1) what are the currently available tools for the use of mobile-based technology for medical education in Rwanda, and (2) what are user's requirements for the creation of a mobile medical education technology in Rwanda? Results General practitioners from different hospitals highlighted that none of the available technologies avail local resources such as the Ministry of Health (MOH) clinical treatment guidelines. Considering the number of patients that doctors see in Rwanda, an average of 32 patients per day, there is need for a locally adapted mobile education app that utilizes specific Rwandan medical education resources. Based on our results, we propose a mobile medical education app that could provide many benefits such as rapid decision making with lower error rates, increasing the quality of data management and accessibility, and improving practice efficiency and knowledge. In areas where Internet access is limited, the proposed mobile medical education app would need to run on a mobile device without Internet access. Conclusions A user-centered design approach was adopted, starting with a needs assessment with representative end users, which provided recommendations for the development of a mobile medical education app specific to Rwanda. Specific app features were identified through the needs assessment and it was evident that there will be future benefits to ongoing incorporation of user-centered design methods to better inform the software development and improve its usability. Results of the user-centered design reported here can inform other medical education technology developments in LMIC to ensure that technologies developed are usable by all stakeholders. PMID:27731861

Enabling Access to Medical and Health Education in Rwanda Using Mobile Technology: Needs Assessment for the Development of Mobile Medical Educator Apps.

PubMed

Rusatira, Jean Christophe; Tomaszewski, Brian; Dusabejambo, Vincent; Ndayiragije, Vincent; Gonsalves, Snedden; Sawant, Aishwarya; Mumararungu, Angeline; Gasana, George; Amendezo, Etienne; Haake, Anne; Mutesa, Leon

2016-06-01

Lack of access to health and medical education resources for doctors in the developing world is a serious global health problem. In Rwanda, with a population of 11 million, there is only one medical school, hence a shortage in well-trained medical staff. The growth of interactive health technologies has played a role in the improvement of health care in developed countries and has offered alternative ways to offer continuous medical education while improving patient's care. However, low and middle-income countries (LMIC) like Rwanda have struggled to implement medical education technologies adapted to local settings in medical practice and continuing education. Developing a user-centered mobile computing approach for medical and health education programs has potential to bring continuous medical education to doctors in rural and urban areas of Rwanda and influence patient care outcomes. The aim of this study is to determine user requirements, currently available resources, and perspectives for potential medical education technologies in Rwanda. Information baseline and needs assessments data collection were conducted in all 44 district hospitals (DHs) throughout Rwanda. The research team collected qualitative data through interviews with 16 general practitioners working across Rwanda and 97 self-administered online questionnaires for rural areas. Data were collected and analyzed to address two key questions: (1) what are the currently available tools for the use of mobile-based technology for medical education in Rwanda, and (2) what are user's requirements for the creation of a mobile medical education technology in Rwanda? General practitioners from different hospitals highlighted that none of the available technologies avail local resources such as the Ministry of Health (MOH) clinical treatment guidelines. Considering the number of patients that doctors see in Rwanda, an average of 32 patients per day, there is need for a locally adapted mobile education app that utilizes specific Rwandan medical education resources. Based on our results, we propose a mobile medical education app that could provide many benefits such as rapid decision making with lower error rates, increasing the quality of data management and accessibility, and improving practice efficiency and knowledge. In areas where Internet access is limited, the proposed mobile medical education app would need to run on a mobile device without Internet access. A user-centered design approach was adopted, starting with a needs assessment with representative end users, which provided recommendations for the development of a mobile medical education app specific to Rwanda. Specific app features were identified through the needs assessment and it was evident that there will be future benefits to ongoing incorporation of user-centered design methods to better inform the software development and improve its usability. Results of the user-centered design reported here can inform other medical education technology developments in LMIC to ensure that technologies developed are usable by all stakeholders.

Applications of aerospace technology in biology and medicine

NASA Technical Reports Server (NTRS)

Wooten, F. T.

1972-01-01

The results are presented of the medically related activities of the NASA Application Team Program at the Research Triangle Institute. The accomplishments of the Research Triangle Institute Application Team during the reporting period are as follows: The team has identified 44 new problems for investigation, has accomplished 8 technology applications and 8 potential technology applications, has closed 88 old problems, and reactivated 3 old problems, and on August 31, 1972, has a total of 57 problems under active investigation.

What Makes Teacher Teams in a Vocational Education Context Effective?: A Qualitative Study of Managers' View on Team Working

ERIC Educational Resources Information Center

Truijen, K. J. P.; Sleegers, P. J. C.; Meelissen, M. R. M.; Nieuwenhuis, A. F. M.

2013-01-01

Purpose: At a time when secondary vocational education is implementing competence-based education (CBE) on a large scale, to adapt to the needs of students and of the labour market in a modern society, many vocational schools have recognised that interdisciplinary teacher teams are an important condition for this implementation. In order to…

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

NASA Kennedy Space Center Director Bob Cabana welcomes college and university teams to NASA's 9th Robotic Mining Competition, May 15, during the opening ceremony in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

KSC-2011-4005

NASA Image and Video Library

2011-05-25

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Frankie Martin

KSC-2011-3956

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-3958

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- Inside the "Lunarena" at the Kennedy Space Center Visitor Complex is a remote controlled or autonomous excavator, called a lunabot. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-3955

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4151

NASA Image and Video Library

2011-05-27

CAPE CANAVERAL, Fla. -- University students make final preparations for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-3954

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4006

NASA Image and Video Library

2011-05-25

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Frankie Martin

KSC-2011-3959

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- Inside the "Lunarena" at the Kennedy Space Center Visitor Complex is a remote controlled or autonomous excavator, called a lunabot. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

KSC-2011-4003

NASA Image and Video Library

2011-05-25

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Frankie Martin

KSC-2011-4016

NASA Image and Video Library

2011-05-26

CAPE CANAVERAL, Fla. -- University students make final preparations for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jim Grossmann

KSC-2011-3957

NASA Image and Video Library

2011-05-24

CAPE CANAVERAL, Fla. -- University students prepare for NASA's second annual Lunabotics Mining Competition at the Kennedy Space Center Visitor Complex in Florida. Thirty-six teams of undergraduate and graduate students from the United States, Bangladesh, Canada, Colombia and India will participate in NASA's Lunabotics Mining Competition May 26 - 28 at the agency's Kennedy Space Center in Florida. The competition is designed to engage and retain students in science, technology, engineering and mathematics (STEM). Teams will maneuver their remote controlled or autonomous excavators, called lunabots, in about 60 tons of ultra-fine simulated lunar soil, called BP-1. The competition is an Exploration Systems Mission Directorate project managed by Kennedy's Education Division. The event also provides a competitive environment that could result in innovative ideas and solutions for NASA's future excavation of the moon. Photo credit: NASA/Jack Pfaller

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from the University of Minnesota-Twin Cities work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

On the second day of NASA's 9th Robotic Mining Competition, May 15, team members from the University of Tulsa work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from Montana Tech of the University of Montana work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from the University of North Carolina at Charlotte work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Setup

NASA Image and Video Library

2018-05-14

On the first day of NASA's 9th Robotic Mining Competition, set-up day on May 14, team members from Temple University work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Activities

NASA Image and Video Library

2018-05-17

Team members from the University of Colorado Boulder work on their robot miner in the RobotPits in the Educator Resource Center on the fourth day of NASA's 9th Robotic Mining Competition, May 17, at NASA's Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. are using their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Lunar soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

On the second day of NASA's 9th Robotic Mining Competition, May 15, team members from Saginaw Valley State University in Michigan work on their robot miner in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

Robotic Mining Competition - Opening Ceremony

NASA Image and Video Library

2018-05-15

Team members and their advisor, far right, from Montana Tech of the University of Montana, prepare their robot miner on the second day of NASA's 9th Robotic Mining Competition, May 15, in the RobotPits in the Educator Resource Center at Kennedy Space Center Visitor Complex in Florida. More than 40 student teams from colleges and universities around the U.S. will use their mining robots to dig in a supersized sandbox filled with BP-1, or simulated Martian soil, gravel and rocks, and participate in other competition requirements. The Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to encourage students in science, technology, engineering and math, or STEM fields. The project provides a competitive environment to foster innovative ideas and solutions that could be used on NASA's deep space missions.

NASA's Launch Propulsion Systems Technology Roadmap

NASA Technical Reports Server (NTRS)

McConnaughey, Paul K.; Femminineo, Mark G.; Koelfgen, Syri J.; Lepsch, Roger A; Ryan, Richard M.; Taylor, Steven A.

2012-01-01

Safe, reliable, and affordable access to low-Earth (LEO) orbit is necessary for all of the United States (US) space endeavors. In 2010, NASA s Office of the Chief Technologist commissioned 14 teams to develop technology roadmaps that could be used to guide the Agency s and US technology investment decisions for the next few decades. The Launch Propulsion Systems Technology Area (LPSTA) team was tasked to address the propulsion technology challenges for access to LEO. The developed LPSTA roadmap addresses technologies that enhance existing solid or liquid propulsion technologies and their related ancillary systems or significantly advance the technology readiness level (TRL) of less mature systems like airbreathing, unconventional, and other launch technologies. In developing this roadmap, the LPSTA team consulted previous NASA, military, and industry studies as well as subject matter experts to develop their assessment of this field, which has fundamental technological and strategic impacts for US space capabilities.

Distributed teaming on JPL projects

NASA Technical Reports Server (NTRS)

Baroff, L. E.

2002-01-01

This paper addresses structures, actions and technologies that contribute to real team development of a distributed team, and the leadership skills and tools that are used to implement that team development.