Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…

Inspiring Integration in College Students Reading Multiple Biology Texts

ERIC Educational Resources Information Center

Firetto, Carla

2013-01-01

Introductory biology courses typically present topics on related biological systems across separate chapters and lectures. A complete foundational understanding requires that students understand how these biological systems are related. Unfortunately, spontaneous generation of these connections is rare for novice learners. These experiments focus…

The multiscale expansions of difference equations in the small lattice spacing regime, and a vicinity and integrability test: I

NASA Astrophysics Data System (ADS)

Santini, Paolo Maria

2010-01-01

We propose an algorithmic procedure (i) to study the 'distance' between an integrable PDE and any discretization of it, in the small lattice spacing epsilon regime, and, at the same time, (ii) to test the (asymptotic) integrability properties of such discretization. This method should provide, in particular, useful and concrete information on how good is any numerical scheme used to integrate a given integrable PDE. The procedure, illustrated on a fairly general ten-parameter family of discretizations of the nonlinear Schrödinger equation, consists of the following three steps: (i) the construction of the continuous multiscale expansion of a generic solution of the discrete system at all orders in epsilon, following Degasperis et al (1997 Physica D 100 187-211) (ii) the application, to such an expansion, of the Degasperis-Procesi (DP) integrability test (Degasperis A and Procesi M 1999 Asymptotic integrability Symmetry and Perturbation Theory, SPT98, ed A Degasperis and G Gaeta (Singapore: World Scientific) pp 23-37 Degasperis A 2001 Multiscale expansion and integrability of dispersive wave equations Lectures given at the Euro Summer School: 'What is integrability?' (Isaac Newton Institute, Cambridge, UK, 13-24 August); Integrability (Lecture Notes in Physics vol 767) ed A Mikhailov (Berlin: Springer)), to test the asymptotic integrability properties of the discrete system and its 'distance' from its continuous limit; (iii) the use of the main output of the DP test to construct infinitely many approximate symmetries and constants of motion of the discrete system, through novel and simple formulas.

The supersymmetric method in random matrix theory and applications to QCD

NASA Astrophysics Data System (ADS)

Verbaarschot, Jacobus

2004-12-01

The supersymmetric method is a powerful method for the nonperturbative evaluation of quenched averages in disordered systems. Among others, this method has been applied to the statistical theory of S-matrix fluctuations, the theory of universal conductance fluctuations and the microscopic spectral density of the QCD Dirac operator. We start this series of lectures with a general review of Random Matrix Theory and the statistical theory of spectra. An elementary introduction of the supersymmetric method in Random Matrix Theory is given in the second and third lecture. We will show that a Random Matrix Theory can be rewritten as an integral over a supermanifold. This integral will be worked out in detail for the Gaussian Unitary Ensemble that describes level correlations in systems with broken time-reversal invariance. We especially emphasize the role of symmetries. As a second example of the application of the supersymmetric method we discuss the calculation of the microscopic spectral density of the QCD Dirac operator. This is the eigenvalue density near zero on the scale of the average level spacing which is known to be given by chiral Random Matrix Theory. Also in this case we use symmetry considerations to rewrite the generating function for the resolvent as an integral over a supermanifold. The main topic of the second last lecture is the recent developments on the relation between the supersymmetric partition function and integrable hierarchies (in our case the Toda lattice hierarchy). We will show that this relation is an efficient way to calculate superintegrals. Several examples that were given in previous lectures will be worked out by means of this new method. Finally, we will discuss the quenched QCD Dirac spectrum at nonzero chemical potential. Because of the nonhermiticity of the Dirac operator the usual supersymmetric method has not been successful in this case. However, we will show that the supersymmetric partition function can be evaluated by means of the replica limit of the Toda lattice equation.

Integrating research & teaching: the Queen Mary, University of London module in Geodiversity & Geoconservation

NASA Astrophysics Data System (ADS)

Gray, M.

2012-04-01

The School of Geography at Queen Mary, University of London has been running a Level 6 (undergraduate) module in "Geodiversity & Geoconservation" since 2004. The course is based around the book Geodiversity: valuing and conserving abiotic nature (John Wiley, 2004) but lectures are used to update each topic based on the latest research. The course is divided into 5 parts: 1. Defining and describing geodiversity - which discusses the concept of geodiversity, its definition and the nature of the geodiversity of Planet Earth; 2. Values of, and threats to, geodiversity - a lecture on valuing geodiversity is now based around important research on the role of geodiversity in "ecosystem services" assessments. A second lecture covers the major threats to geodiversity; 3. The protected area approach - lectures here cover geological World Heritage Sites, Global Geoparks, GSSPs, and national geoconservation systems in the UK, USA and other parts of the world; 4. Protecting geodiversity in the wider landscape - the contribution of geology and geomorphology to landscape character are described, together with the role of land-use planning and policy-making in protecting geodiversity. 5. Putting it all together - lectures here emphasize that geodiversity is an important basis for geoconservation, that different geoconservation methods are appropriate to different elements of geodiversity, and that integrated geo/bio conservation is essential. A field trip to three Chalk/Quaternary Sites of Special Scientific Interest in East Sussex is included which discusses some of the planning issues that have arisen at these sites, a theme that is expanded in the lectures.

What Makes the Learning of Physiology in a PBL Medical Curriculum Challenging? Student Perceptions

ERIC Educational Resources Information Center

Tufts, Mark A.; Higgins-Opitz, Susan B.

2009-01-01

Physiology is an integral component of any medical curriculum. Traditionally, the learning of physiology has relied heavily on systems-based didactic lectures. In 2001, the Nelson R. Mandela School of Medicine (NRMSM; Durban, South Africa) embarked on a problem-based curriculum in which the learning of physiology was integrated with relevant…

Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos

ERIC Educational Resources Information Center

Fanguy, Mik; Costley, Jamie; Baldwin, Matthew

2017-01-01

Lecture videos have become an increasingly prevalent and important source of learning content. Lecturergenerated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner's attention to specific content or…

Corrosion science, corrosion engineering, and advanced technologies

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

Latanision, R.M.

1995-04-01

Professor R.M. Latanision was the 1994 recipient of the Willis Rodney Whitney Award sponsored by NACE International. The present work is taken from his award lecture at CORROSION/94 held in March 1994 in Baltimore, MD. Latanision discussed the interplay between corrosion science and corrosion engineering in advancing technology. His lecture focused on supercritical water oxidation and other technologies that have been under study in the H.H. Uhlig Corrosion Laboratory and in which the chemical properties of new materials and traditional materials have proven integral to the development of contemporary or advanced engineering systems.

Environmental toxicology: Interconnections between human ...

EPA Pesticide Factsheets

This presentation will discuss what has made a career in environmental toxicology rewarding, environmental and scientific challenges for the 21st century, paradigm shift in regulatory toxicology, adverse outcome framework, interconnections between human health and ecological integrity, SOT-SETAC Pellston Workshop findings, concepts for systems thinking in environmental toxicology The Eminent Toxicologist Lectures are historically relevant, high-quality presentations appropriate for senior undergraduate students, graduate students, or the scientifically oriented general public. This series of lectures is produced by the SOT Undergraduate Subcommittee of the Education Committee in conjunction with the Eminent Toxicologist Working Group.

An Integrated Approach to Teaching Biochemistry for Pharmacy Students.

ERIC Educational Resources Information Center

Poirier, Therese I.; Borke, Mitchell L.

1982-01-01

A Duquesne course integrating biochemistry lectures, clinical applications lectures, and laboratory sessions has the objectives of (1) making the course more relevant to students' perceived needs; (2) enhancing the learning process; (3) introducing clinical applications early in the students' program; and (4) demonstrating additional…

Evaluating the impact of a classroom response system in a microbiology course.

PubMed

Suchman, Erica; Uchiyama, Kay; Smith, Ralph; Bender, Kim

2006-05-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

Evaluating the Impact of a Classroom Response System in a Microbiology Course

PubMed Central

SUCHMAN, ERICA; UCHIYAMA, KAY; SMITH, RALPH; BENDER, KIM

2006-01-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. PMID:23653562

Clicking toward Better Grades: The Use of Student Response Systems in Social Work Education

ERIC Educational Resources Information Center

Voith, Laura A.; Holmes, Megan R.; Duda-Banwar, Janelle

2018-01-01

Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer…

Taxonomy of Lecture Note-Taking Skills and Subskills

ERIC Educational Resources Information Center

Al-Musalli, Alaa M.

2015-01-01

Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

Module for Learning Integral Calculus with Maple: Lecturers' Views

ERIC Educational Resources Information Center

Awang, Tuan Salwani; Zakaria, Effandi

2012-01-01

Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus…

Integration of Open Educational Resources in Undergraduate Chemistry Teaching--A Mapping Tool and Lecturers' Considerations

ERIC Educational Resources Information Center

Feldman-Maggor, Yael; Rom, Amira; Tuvi-Arad, Inbal

2016-01-01

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models…

Language Teaching and Technology Forum: The Integration of a Student Response System in Flipped Classrooms

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2017-01-01

The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness…

Lecture archiving on a larger scale at the University of Michigan and CERN

NASA Astrophysics Data System (ADS)

Herr, Jeremy; Lougheed, Robert; Neal, Homer A.

2010-04-01

The ATLAS Collaboratory Project at the University of Michigan has been a leader in the area of collaborative tools since 1999. Its activities include the development of standards, software and hardware tools for lecture archiving, and making recommendations for videoconferencing and remote teaching facilities. Starting in 2006 our group became involved in classroom recordings, and in early 2008 we spawned CARMA, a University-wide recording service. This service uses a new portable recording system that we developed. Capture, archiving and dissemination of rich multimedia content from lectures, tutorials and classes are increasingly widespread activities among universities and research institutes. A growing array of related commercial and open source technologies is becoming available, with several new products introduced in the last couple years. As the result of a new close partnership between U-M and CERN IT, a market survey of these products was conducted and a summary of the results are presented here. It is informing an ambitious effort in 2009 to equip many CERN rooms with automated lecture archiving systems, on a much larger scale than before. This new technology is being integrated with CERN's existing webcast, CDS, and Indico applications.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

PubMed

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

2015-01-01

To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students – a randomised control trial

PubMed Central

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J. J.

2015-01-01

Objective:: To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Design:: Randomised control study. Setting:: School of Dentistry, Cardiff University. Participants:: Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. Methods:: One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Results:: Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2–3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8–4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. Conclusion:: The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging. PMID:26282015

Using Instant Feedback System and Micro Exams to Enhance Active Learning

ERIC Educational Resources Information Center

Sabag, N.; Kosolapov, S.

2012-01-01

This paper presents the outcomes of the preliminary survey in which the method of IFS was used to integrate motivating questions into the lecture presentations in order to increase the students' involvement. Instant Feedback System (IFS) enables the educators to improve their own teaching by getting instant and real-time feedback about how clear…

The Effectiveness of Lecture-Integrated, Web-Supported Case Studies in Large Group Teaching

ERIC Educational Resources Information Center

Azzawi, May; Dawson, Maureen M.

2007-01-01

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…

An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe

ERIC Educational Resources Information Center

Chitiyo, Rodwell; Harmon, Stephen W.

2009-01-01

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate…

An Online Tutorial vs. Pre-Recorded Lecture for Reducing Incidents of Plagiarism

ERIC Educational Resources Information Center

Henslee, Amber M.; Goldsmith, Jacob; Stone, Nancy J.; Krueger, Merilee

2015-01-01

The current study compared an online academic integrity tutorial modified from Belter & du Pre (2009) to a pre-recorded online academic integrity lecture in reducing incidents of plagiarism among undergraduate students at a science and technology university. Participants were randomized to complete either the tutorial or the pre-recorded…

Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

ERIC Educational Resources Information Center

Burrowes, Patricia; Nazario, Gladys

2008-01-01

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

Facilitating Co-Authoring: Reflections of Content and Language Lecturers

ERIC Educational Resources Information Center

Wright, J.

2010-01-01

During a content and language project at a University of Technology (UoT) in Cape Town, South Africa, pairs of language and content lecturers, whose broad definition of integration was "the provision of linguistic access to content knowledge", co-authored ten integrated textbooks. Their intention was to assist first year learners with…

Education of Engineering Students within a Multimedia/Hypermedia Environment--A Review.

ERIC Educational Resources Information Center

Anderl, R.; Vogel, U. R.

This paper summarizes the activities of the Darmstadt University Department of Computer Integrated Design (Germany) related to: (1) distributed lectures (i.e., lectures distributed online through computer networks), including equipment used and ensuring sound and video quality; (2) lectures on demand, including providing access through the World…

NCCAM's 5 Most Searched-For Herbs of 2012: What the Science Says about Evening Primrose Oil, St. John's Wort, Fenugreek,...

MedlinePlus

... Resources CME/CEU and Online Lectures Online Continuing Education Series Distinguished Lecture Series Integrated Medicine Research Lecture ... has been a source of many folk or traditional remedies and more modern medicinal and cosmetic products. At various times aloe ...

Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Evaluating the Impact of Technology Integration in Teaching and Learning

ERIC Educational Resources Information Center

Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

2014-01-01

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

Research and Teaching: Integrating Lecture and Laboratory in Health Sciences Courses Improves Student Satisfaction and Performance

ERIC Educational Resources Information Center

Finn, Kevin; FitzPatrick, Kathleen; Yan, Zi

2017-01-01

Students often struggle in introductory health sciences courses; some students have difficulty in upper level classes. To address this, we converted three lecture/lab courses, traditional first-year Anatomy and Physiology (A&P I), upper level Biomechanics, and upper level Microbiology to an integrated studio model. We used the Student…

Decision Support System Based on Computational Collective Intelligence in Campus Information Systems

NASA Astrophysics Data System (ADS)

Saito, Yoshihito; Matsuo, Tokuro

Education institutions such as universities have a lot of information including book information, equipment administrative information, student information, and several others. The institutions also have multiple information in time series. As collective intelligence in campus, integrating and reusing these preserved information regarding career and taking a class, university can effectively support students' decision making of their getting jobs and subjects choice. Our purpose of support is to increase student's motivation. In this paper, we focus on course record and job information included in students' information, and propose the method to analyze correlation between a pattern of taking class and job lined up. Afterwards, we propose a support system regarding getting a job and taking class by using our proposed method. For a student who has his/her favorite job to get, the system supports his/her decision making of lecture choice by recommending a set of appropriate lecture groups. On another hand, for a student who does not have favorite job to get, the system supports his/her decision making of getting job by presenting appropriate job families related with lecture group in which he/she has ever taken. The contribution of this paper is showing a concrete method to reuse the campus collective information, implementing a system, and user perspectives.

The value of neurosurgical and intraoperative magnetic resonance imaging and diffusion tensor imaging tractography in clinically integrated neuroanatomy modules: a cross-sectional study.

PubMed

Familiari, Giuseppe; Relucenti, Michela; Heyn, Rosemarie; Baldini, Rossella; D'Andrea, Giancarlo; Familiari, Pietro; Bozzao, Alessandro; Raco, Antonino

2013-01-01

Neuroanatomy is considered to be one of the most difficult anatomical subjects for students. To provide motivation and improve learning outcomes in this area, clinical cases and neurosurgical images from diffusion tensor imaging (DTI) tractographies produced using an intraoperative magnetic resonance imaging apparatus (MRI/DTI) were presented and discussed during integrated second-year neuroanatomy, neuroradiology, and neurosurgery lectures over the 2008-2011 period. Anonymous questionnaires, evaluated according to the Likert scale, demonstrated that students appreciated this teaching procedure. Academic performance (examination grades for neuroanatomy) of the students who attended all integrated lectures of neuroanatomy, was slightly though significantly higher compared to that of students who attended these lectures only occasionally or not at all (P=0.04). Significantly better results were obtained during the national progress test (focusing on morphology) by students who attended the MRI/DTI-assisted lectures, compared to those who did so only in part or not at all, compared to the average student participating in the national test. These results were obtained by students attending the second, third and, in particular, the fourth year (P≤0.0001) courses during the three academic years mentioned earlier. This integrated neuroanatomy model can positively direct students in the direction of their future professional careers without any extra expense to the university. In conclusion, interactive learning tools, such as lectures integrated with intraoperative MRI/DTI images, motivate students to study and enhance their neuroanatomy education. Copyright © 2013 American Association of Anatomists.

Introduction to Radar Signal and Data Processing: The Opportunity

DTIC Science & Technology

2006-09-01

SpA) Director of Analysis of Integrated Systems Group Via Tiburtina Km. 12.400 00131 Rome ITALY e.mail: afarina@selex-si.com Key words: radar...signal processing, data processing, adaptivity, space-time adaptive processing, knowledge based systems , CFAR. 1. SUMMARY This paper introduces to...the lecture series dedicated to the knowledge-based radar signal and data processing. Knowledge-based expert system (KBS) is in the realm of

The Value of Capture: Taking an Alternative Approach to Using Lecture Capture Technologies for Increased Impact on Student Learning and Engagement

ERIC Educational Resources Information Center

Witton, Gemma

2017-01-01

Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly…

Scientific Argumentation in Public Physics Lectures: Bringing Contemporary Physics into High-School Teaching

ERIC Educational Resources Information Center

Kapon, S.; Ganiel, U.; Eylon, B.

2009-01-01

This article presents an approach to integrating public e-lectures on contemporary physics into a traditional high-school syllabus. This approach was used in a long-distance professional development course for in-service physics teachers. Each lecture was related to a specific obligatory syllabus chapter, and was accompanied by learner-centred…

Design and Use of a Proton Pump Inhibitor Case to Integrate Physiology, Pharmacology, and Biochemistry

ERIC Educational Resources Information Center

Lee, Michael W.

2014-01-01

The use of drugs to integrate basic and clinical sciences is frequently used in a lecture format, but the availability of alternative pedagogical approaches that address higher-order learning are not widely available. The use of case studies and case-based projects to reinforce lectures can help link basic and clinical disciplines and promote…

Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture

ERIC Educational Resources Information Center

Eick, Charles Joseph; King, David T., Jr.

2012-01-01

The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey…

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

ERIC Educational Resources Information Center

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.

Feature confirmation in object perception: Feature integration theory 26 years on from the Treisman Bartlett lecture.

PubMed

Humphreys, Glyn W

2016-10-01

The Treisman Bartlett lecture, reported in the Quarterly Journal of Experimental Psychology in 1988, provided a major overview of the feature integration theory of attention. This has continued to be a dominant account of human visual attention to this day. The current paper provides a summary of the work reported in the lecture and an update on critical aspects of the theory as applied to visual object perception. The paper highlights the emergence of findings that pose significant challenges to the theory and which suggest that revisions are required that allow for (a) several rather than a single form of feature integration, (b) some forms of feature integration to operate preattentively, (c) stored knowledge about single objects and interactions between objects to modulate perceptual integration, (d) the application of feature-based inhibition to object files where visual features are specified, which generates feature-based spreading suppression and scene segmentation, and (e) a role for attention in feature confirmation rather than feature integration in visual selection. A feature confirmation account of attention in object perception is outlined.

Lecture capture: enhancing learning through technology at the Kent State University College of Podiatric Medicine.

PubMed

DiBacco, Priscilla M; Hetherington, Vincent J; Putman, David

2012-01-01

The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program.

[Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study].

PubMed

Tsuji, Keiko; Takano, Yasuomi; Yamakawa, Hiroto; Kaneko, Daisuke; Takai, Kiyako; Kodama, Hiromi; Hagiwara, Tomoko; Komatsugawa, Hiroshi

2015-09-01

The nursing processing study is generally difficult, because it is important for nursing college students to understand knowledge and utilize it. We have developed an integrated system to understand, utilize, and share knowledge. We added a problem-posing function to this system, and expected that students would deeply understand the nursing processing study through the new system. This system consisted of four steps: create a problem, create an answer input section, create a hint, and verification. Nursing students created problems related to nursing processing by this system. When we gave a lecture on the nursing processing for second year students of A university, we tried to use the creating problem function of this system. We evaluated the effect by the number of problems and the contents of the created problem, that is, whether the contents consisted of a lecture stage or not. We also evaluated the correlation between those and regular examination and report scores. We derived the following: 1. weak correlation between the number of created problems and report score (r=0.27), 2. significant differences between regular examination and report scores of students who created problems corresponding to the learning stage, and those of students who created problems not corresponding to it (P<0.05). From these results, problem-posing is suggested to be effective to fix and utilize knowledge in the lecture of nursing processing theory.

Evaluating the Use of Facebook to Increase Student Engagement and Understanding in Lecture-Based Classes

ERIC Educational Resources Information Center

Dyson, Benjamin; Vickers, Kristin; Turtle, John; Cowan, Sara; Tassone, Adrianna

2015-01-01

Both lecture delivery and Facebook use are ubiquitous aspects of higher education from staff and student points-of-view, respectively. An attempt was made to integrate the two by setting up a Facebook group and delivering contemporary news stories in preparation for in-lecture discussion in a large-scale (1,200 students across 5 sections)…

An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers

ERIC Educational Resources Information Center

Suraydi, Bambang; Ekayanti, Fika; Amalia, Euis

2018-01-01

Methods: A descriptive quantitative research study was conducted with 670 students and 90 lecturers from 11 faculties at UIN Jakarta. The student samples consisted of 270 men and 400 women, while lecturer samples consisted of 44 men and 46 women. Data were collected via interviews and a perceptual questionnaire consisting of 54 items scored on a…

The HyperSkript Authoring Environment--An Integrated Approach for Producing, Maintaining, and Using Multimedia Lecture Material.

ERIC Educational Resources Information Center

Brennecke, Andreas; Selke, Harald

Based on a technical infrastructure that supports face-to-face university teaching, an environment that enables small groups of lecturers to develop and maintain lecture material cooperatively was developed. In order to allow for a flexible use, only a few formal workshops are imposed on the users while cooperation is supported by easy-to-use…

XXIV International Conference on Integrable Systems and Quantum symmetries (ISQS-24)

NASA Astrophysics Data System (ADS)

Burdík, Čestmír; Navrátil, Ondřej; Posta, Severin

2017-01-01

The XXIV International Conference on Integrable Systems and Quantum Symmetries (ISQS-24), organized by the Department of Mathematics, Faculty of Nuclear Sciences and Physical Engineering, Czech Technical University Prague and the Bogoliubov Laboratory of Theoretical Physics of the Joint Institute for Nuclear Research, belongs to the successful series of conferences held at the Czech Technical University which began in 1992 and is devoted to problems of mathematical physics related to the theory of integrable systems, quantum groups and quantum symmetries. During the last 5 years, each of the conferences gathered around 110 scientists from all over the world. 43 papers of plenary lectures and contributions presented at ISQS-24 are published in the present issue of Journal of Physics: Conference Series.

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

PubMed

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

CATO--A Guided User Interface for Different CAS

ERIC Educational Resources Information Center

Janetzko, Hans-Dieter

2017-01-01

CATO is a new user interface, written in Java and developed by the author as a response to the significant difficulties faced by students who only sporadically use computer algebra systems (CAS). The usage of CAS in mathematical lectures should be an integral part of mathematical instruction. However, difficulties arise for those students who have…

What We Talk about when We Talk with Medical Students

ERIC Educational Resources Information Center

Joyner, Michael J.; Charkoudian, Nisha; Curry, Timothy B.; Eisenach, John H.; Wehrwein, Erica A.

2011-01-01

In this article, we review how we interact with medical students in our efforts to teach blood pressure regulation and systemic cardiovascular control along with related elements of respiratory and exercise physiology. Rather than provide a detailed lecture with key facts, we attempted to outline our approach to teaching integrative cardiovascular…

Online Chats: A Strategy to Enhance Learning in Large Classes

ERIC Educational Resources Information Center

Mtshali, Muntuwenkosi Abraham; Maistry, Suriamurthee Moonsamy; Govender, Desmond Wesley

2015-01-01

Online-supported teaching and learning is a technological innovation in education that integrates face-to-face teaching in plenary lectures, with an online component using a learning management system. This extends opportunities to students to interact with one another via online chats in the process of transacting their learning. There is a need…

Application of Several Multimedia Approaches to the Teaching of CNS Pharmacology: Parkinson's Disease and Antiparkinsonism Drugs.

ERIC Educational Resources Information Center

Faulkner, Thomas P.; Sprague, Jon E.

1996-01-01

A multimedia approach to drug therapy for Parkinson's Disease, part of a pharmacy school central nervous system course, integrated use of lecture, textbook, video/graphic technology, the movie "Awakenings," Internet and World Wide Web, and an interactive animated movie. A followup questionnaire found generally positive student attitudes…

A Blackboard for the 21st Century: An Inexpensive Light Board Projection System for Classroom Use

ERIC Educational Resources Information Center

Skibinski, Erik S.; DeBenedetti, William J. I.; Ortoll-Bloch, Amnon G.; Hines, Melissa A.

2015-01-01

An inexpensive light board projection system that enables lecturers to face the classroom while lecturing is described. The lecturer's writing appears in high contrast in front of the lecturer; it is never blocked by the lecturer, even while writing. The projected image displays both the writing as well as the lecturer's gestures and facial…

How we used two social media tools to enhance aspects of active learning during lectures.

PubMed

George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

2013-12-01

Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.

Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks

ERIC Educational Resources Information Center

Kahn, David

2016-01-01

Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including…

Challenges of Introducing E-Learning at Botswana University of Agriculture and Natural Resources: Lecturers' Perspective

ERIC Educational Resources Information Center

Moakofhi, Moakofhi; Leteane, Oratile; Phiri, Tawona; Pholele, Thato; Sebalatlheng, Perncy

2017-01-01

The integration of technology in the education process has immensely improved the acquisition and retention of knowledge. Although e-learning initiatives bring many advantages to the education system, these rewards have not been fully realised in developing countries like Botswana. Therefore, in the current study, authors set out to identify…

Modernizing the Management of the Educational System. The Fundamentals of Educational Planning: Lecture-Discussion Series No. 35.

ERIC Educational Resources Information Center

Lyons, Raymond F.

One of the main inadequacies in educational management is that planning is not firmly integrated within administration. Five basic processes may be distinguished in administration. The first is planning, or determining what shall be done. The second element of the administrative process is organizing, or defining the administrative structures and…

The role of observational research in improving faculty lecturing skills: A qualitative study in an Italian dental school.

PubMed

Visioli, Sonia; Lodi, Giovanni; Carrassi, Antonio; Zannini, Lucia

2009-08-01

This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback. We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher. Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson. Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.

Active Learning in a Large Medical Classroom Setting for Teaching Renal Physiology

ERIC Educational Resources Information Center

Dietz, John R.; Stevenson, Frazier T.

2011-01-01

In this article, the authors describe an active learning exercise which has been used to replace some lecture hours in the renal portion of an integrated, organ system-based curriculum for first-year medical students. The exercise takes place in a large auditorium with ~150 students. The authors, who are faculty members, lead the discussions,…

[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.

Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

PubMed Central

Bittorf, A.; Diepgen, T. L.

1996-01-01

The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. Images Figure 3 PMID:8947625

Online thesis guidance management information system

NASA Astrophysics Data System (ADS)

Nasution, T. H.; Pratama, F.; Tanjung, K.; Siregar, I.; Amalia, A.

2018-03-01

The development of internet technology in education is still not maximized, especially in the process of thesis guidance between students and lecturers. Difficulties met the lecturers to help students during thesis guidance is the limited communication time and the compatibility of schedule between students and lecturer. To solve this problem, we designed an online thesis guidance management information system that helps students and lecturers to do thesis tutoring process anytime, anywhere. The system consists of a web-based admin app for usage management and an android-based app for students and lecturers.

Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…

Application of Tablet PCs to Lecture Demonstrations on Optical Mineralogy

ERIC Educational Resources Information Center

Hoisch, Thomas D.; Austin, Barbara A.; Newell, Shawn L.; Manone, Mark F.

2010-01-01

Learning optical mineralogy requires students to integrate a complex theory with microscope manipulations and image interpretation. To assist student learning, we performed lecture demonstrations during which digital photomicrographs were taken and delivered to students using Tablet PCs, whereupon they were imported into note-taking software and…

Engineering Lecturers' Views on CLIL and EMI

ERIC Educational Resources Information Center

Aguilar, Marta

2017-01-01

The present study aims to shed some light on how engineering lecturers teaching in English at a Spanish university view their work (teaching goals) within the current European internationalisation trend of offering courses and master programmes in English. A questionnaire where content and language integrated learning (CLIL) and English-medium…

Movement and Character. Lecture, London, 1946

ERIC Educational Resources Information Center

Montesorri, Maria

2013-01-01

Dr. Montessori's words from the 1946 London Lectures describe principles of intelligence and character, the work of the hand, and movement with a purpose as being integral to self-construction. The perfection of movement is spiritual, says Dr. Montessori. Repetition of practical life exercises are exercises in movement with the dignity of human…

Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval.

PubMed

Hennrikus, Eileen F; Skolka, Michael P; Hennrikus, Nicholas

2018-01-01

Medical school curriculum continues to search for methods to develop a conceptual educational framework that promotes the storage, retrieval, transfer, and application of basic science to the human experience. To achieve this goal, we propose a metacognitive approach that integrates basic science with the humanistic and health system aspects of medical education. During the week, via problem-based learning and lectures, first-year medical students were taught the basic science underlying a disease. Each Friday, a patient with the disease spoke to the class. Students then wrote illness scripts, which required them to metacognitively reflect not only on disease pathophysiology, complications, and treatments but also on the humanistic and health system issues revealed during the patient encounter. Evaluation of the intervention was conducted by measuring results on course exams and national board exams and analyzing free responses on the illness scripts and student course feedback. The course exams and National Board of Medical Examiners questions were divided into 3 categories: content covered in lecture, problem-based learning, or patient + illness script. Comparisons were made using Student t -test. Free responses were inductively analyzed using grounded theory methodology. This curricular intervention was implemented during the first 13-week basic science course of medical school. The main objective of the course, Scientific Principles of Medicine, is to lay the scientific foundation for subsequent organ system courses. A total of 150 students were enrolled each year. We evaluated this intervention over 2 years, totaling 300 students. Students scored significantly higher on illness script content compared to lecture content on the course exams (mean difference = 11.1, P  = .006) and national board exams given in December (mean difference = 21.8, P  = .0002) and June (mean difference = 12.7, P  = .016). Themes extracted from students' free responses included the following: relevance of basic science, humanistic themes of empathy, resilience, and the doctor-patient relationship, and systems themes of cost, barriers to care, and support systems. A metacognitive approach to learning through the use of patient encounters and illness script reflections creates stronger conceptual frameworks for students to integrate, store, retain, and retrieve knowledge.

Unified System Of Data On Materials And Processes

NASA Technical Reports Server (NTRS)

Key, Carlo F.

1989-01-01

Wide-ranging sets of data for aerospace industry described. Document describes Materials and Processes Technical Information System (MAPTIS), computerized set of integrated data bases for use by NASA and aerospace industry. Stores information in standard format for fast retrieval in searches and surveys of data. Helps engineers select materials and verify their properties. Promotes standardized nomenclature as well as standarized tests and presentation of data. Format of document of photographic projection slides used in lectures. Presents examples of reports from various data bases.

George E. Pake Prize Lecture

NASA Astrophysics Data System (ADS)

Murray, Cherry

2005-03-01

Over the past decade, a combination of the changes in the regulatory environment coupled with accelerating advances in technology caused the telecommunications industry to experience first an accelerated growth `boom' followed by a major `bust' - perhaps corresponding to the worst downturn in its history. Throughout this turbulent time, Bell Lab’s parent company, Lucent, has transformed itself from a vertically integrated 38B telecomm systems company with 157k employees in 11 separate businesses into a horizontally layered, 9B network infrastructure systems integrator with 32K employees and 100 major customers. My talk will relate to how Bell Labs Research has weathered the `perfect storm', survived, and still maintains its focus on the future of telecommunications science and technology.

Computer Augmented Lectures (CAL): A New Teaching Technique for Chemistry.

ERIC Educational Resources Information Center

Masten, F. A.; And Others

A new technique described as computer augmented lectures (CAL) is being used at the University of Texas at Austin. It involves the integration of on-line, interactive, time sharing computer terminals and theater size video projectors for large screen display. This paper covers the basic concept, pedagogical techniques, experiments conducted,…

Integrating Community with Collections in Educational Digital Libraries

ERIC Educational Resources Information Center

Akbar, Monika

2013-01-01

Some classes of Internet users have specific information needs and specialized information-seeking behaviors. For example, educators who are designing a course might create a syllabus, recommend books, create lecture slides, and use tools as lecture aid. All of these resources are available online, but are scattered across a large number of…

Video Lecture Watching Behaviors of Learners in Online Courses

ERIC Educational Resources Information Center

Ozan, Ozlem; Ozarslan, Yasin

2016-01-01

This paper examines learners' behaviors while watching online video lectures to understand learner preferences. 2927 students' 18,144 video events across 13 courses on Sakai CLE LMS, which were integrated with Kaltura Video Platform and Google Analytics, were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-square test of…

A Pollutant Transformation Laboratory Exercise for Environmental Chemistry: The Reduction of Nitrobenzenes by Anaerobic Solutions of Humic Acid

ERIC Educational Resources Information Center

Dunnivant, Frank M.; Reynolds, Mark-Cody

2007-01-01

The laboratory experiment, which acts as a capstone, integrated lecture-laboratory exercise involving solution preparation, pH buffers, [E[subscript]H] (reduction potential) buffers, organic reaction mechanisms, reaction kinetics, and instrumental analysis is presented. The students completing the lecture and laboratory exercises could gain a…

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

NASA Astrophysics Data System (ADS)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN physics course was more interactive than other courses that the participant students was studying. Interaction in this learning environment occurred between students-students, students-learning materials and students-lecturer. Examples of these interactions were found in class discussion, exchange of ideas and solutions for assignments, and explaining concepts to their peers. The students involved in the study worked in groups outside of class to discuss and carry out their learning tasks. In collaboration with each other, they shared the workload among the group members in order to complete their learning tasks. Students' feedback to the questionnaire (reliability 0.7), confirmed the interview findings. T-test result of the questionnaire showed that in this course, the participant students interacted with learning resources, their classmates and their lecturer more frequently than they had in other courses.

Integrating the fundamentals of care framework in baccalaureate nursing education: An example from a nursing school in Denmark.

PubMed

Voldbjerg, Siri Lygum; Laugesen, Britt; Bahnsen, Iben Bøgh; Jørgensen, Lone; Sørensen, Ingrid Maria; Grønkjaer, Mette; Sørensen, Erik Elgaard

2018-06-01

To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. Nursing education plays an essential role in educating nurses to work within healthcare systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students' understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education. The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation laboratory in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence-based integrative patient care and challenges such as scepticism among the faculty are discussed. It is suggested how integration of Fundamentals of Care Framework in lectures, case-based work and simulation laboratory can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence-based practice. The process relies on a supportive context, a well-informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated. Integrating the Fundamentals of Care framework can support nursing students' critical thinking and reflection on what fundamental nursing care is and requires and eventually educate nurses in providing evidence-based fundamental nursing care. © 2018 John Wiley & Sons Ltd.

ImmuneQuest: Assessment of a Video Game as a Supplement to an Undergraduate Immunology Course.

PubMed

Raimondi, Stacey L

2016-05-01

The study of immunology, particularly in this day and age, is an integral aspect of the training of future biologists, especially health professionals. Unfortunately, many students lose interest in or lack true comprehension of immunology due to the jargon of the field, preventing them from gaining a true conceptual understanding that is essential to all biological learning. To that end, a new video game, ImmuneQuest, has been developed that allows undergraduate students to "be" cells in the immune system, finding and attacking pathogens, while answering questions to earn additional abilities. The ultimate goal of ImmuneQuest is to allow students to understand how the major cells in the immune system work together to fight disease, rather than focusing on them as separate entities as is more commonly done in lecture material. This work provides the first assessment of ImmuneQuest in an upper-level immunology course. Students had significant gains in learning of information presented in ImmuneQuest compared with information discussed in lecture only. Furthermore, while students found the game "frustrating" at times, they agreed that the game aided their learning and recommended it for future courses. Taken together, these results suggest that ImmuneQuest appears to be a useful tool to supplement lecture material and increase student learning and comprehension.

Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

ERIC Educational Resources Information Center

Suganuma, Akira; Nishigori, Shuichiro

The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…

SIAM conference on applications of dynamical systems

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

Not Available

1992-01-01

A conference (Oct.15--19, 1992, Snowbird, Utah; sponsored by SIAM (Society for Industrial and Applied Mathematics) Activity Group on Dynamical Systems) was held that highlighted recent developments in applied dynamical systems. The main lectures and minisymposia covered theory about chaotic motion, applications in high energy physics and heart fibrillations, turbulent motion, Henon map and attractor, integrable problems in classical physics, pattern formation in chemical reactions, etc. The conference fostered an exchange between mathematicians working on theoretical issues of modern dynamical systems and applied scientists. This two-part document contains abstracts, conference program, and an author index.

SIAM conference on applications of dynamical systems. Abstracts and author index

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

Not Available

1992-12-31

A conference (Oct.15--19, 1992, Snowbird, Utah; sponsored by SIAM (Society for Industrial and Applied Mathematics) Activity Group on Dynamical Systems) was held that highlighted recent developments in applied dynamical systems. The main lectures and minisymposia covered theory about chaotic motion, applications in high energy physics and heart fibrillations, turbulent motion, Henon map and attractor, integrable problems in classical physics, pattern formation in chemical reactions, etc. The conference fostered an exchange between mathematicians working on theoretical issues of modern dynamical systems and applied scientists. This two-part document contains abstracts, conference program, and an author index.

A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

A comparison of traditional and engaging lecture methods in a large, professional-level course.

PubMed

Miller, Cynthia J; McNear, Jacquee; Metz, Michael J

2013-12-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.

Integrating Requirements Engineering, Modeling, and Verification Technologies into Software and Systems Engineering

DTIC Science & Technology

2007-10-28

Software Engineering, FASE󈧉, volume 3442 of Lecture Notes in Computer Science, pages 175--189. Springer, 2005. Andreas Bauer, Martin Leucker, and Jonathan ...of Personnel receiving masters degrees NAME Markus Strohmeier Gerrit Hanselmann Jonathan Streit Ernst Sassen 4Total Number: Names of personnel...developed and documented mainly within the master thesis by Jonathan Streit [Str06]: • Jonathan Streit. Development of a programming language like tem

Using lecture capture: a qualitative study of nursing faculty's experience.

PubMed

Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E

2014-04-01

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.

Combination of Didactic Lectures with Problem-Based Learning Sessions in Physiology Teaching in a Developing Medical College in Nepal.

ERIC Educational Resources Information Center

Ghosh, Sarmishtha; Dawka, Violet

2000-01-01

Introduces the SPICES curriculum of the Manipal College of Medical Sciences in Nepal, which is student centered, problem based, integrated, community-based, elective oriented, and systematic. Reports that the majority of students opined that the combination of didactic lectures and problem-based learning sessions were definitely beneficial.…

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

ERIC Educational Resources Information Center

Makarem, Suzanne C.

2015-01-01

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

ERIC Educational Resources Information Center

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-01-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…

Female Lecturers' Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

ERIC Educational Resources Information Center

Adetimirin, Airen

2016-01-01

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development…

Facilitating Lecture Recall: The Effects of Embedded Imagery-Evoking Phrases.

ERIC Educational Resources Information Center

Thrailkill, Nancy J.; Ormrod, Jeanne Ellis

Three experiments describe the effects of imagery on learning a large and integrated body of information from a college lecture. It was hypothesized that high-imagery phrases would be more easily recalled and would promote recall of abstract verbal phrases in close temporal proximity to them. In experiment 1, 22 undergraduates attended a lecture…

An Analysis of Calibrated Peer Review (CPR) in a Science Lecture Classroom

ERIC Educational Resources Information Center

Walvoord, Mark E.; Hoefnagels, Marielle H.; Gaffin, Douglas D.; Chumchal, Matthew M.; Long, David A.

2008-01-01

Calibrated Peer Review (CPR) is an online tool being used to integrate a writing component in classrooms. In an introductory zoology lecture class, the authors found that CPR-assigned scores were significantly higher than instructor-assigned scores on two of three essay assignments. They also found that neither students' technical-writing skills…

Pedagogical Applications of Smartphone Integration in Teaching: Lecturers, Pre-Service Teachers and Pupils' Perspectives

ERIC Educational Resources Information Center

Seifert, Tami

2015-01-01

As the disparity between educational standards and reality outside educational institutions is increasing, alternative learning infrastructure are challenging traditional modes of teaching. This study was based on an experiment with middle school pupils, pre-service teachers and college lecturers. The aim of this study was to examine the extent to…

Virtual Exploration of Earth's Evolution

NASA Astrophysics Data System (ADS)

Anbar, A. D.; Bruce, G.; Semken, S. C.; Summons, R. E.; Buxner, S.; Horodyskyj, L.; Kotrc, B.; Swann, J.; Klug Boonstra, S. L.; Oliver, C.

2014-12-01

Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record. We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale. To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience. With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life's history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose students to the evidence from which evolutionary and paleoenvironmental inferences are derived. In addition to making these iVFT available to the geoscience community for EPO, we will evaluate the comparative effectiveness of iVFT and traditional lecture and lab approaches to achieving geoscience learning objectives.

Integrating simulated teaching/learning strategies in undergraduate nursing education.

PubMed

Sinclair, Barbara; Ferguson, Karen

2009-01-01

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Acceptance and Use of Lecture Capture System (LCS) in Executive Business Studies: Extending UTAUT2

ERIC Educational Resources Information Center

Farooq, Muhammad Shoaib; Salam, Maimoona; Jaafar, Norizan; Fayolle, Alain; Ayupp, Kartinah; Radovic-Markovic, Mirjana; Sajid, Ali

2017-01-01

Purpose: Adoption of latest technological advancements (e.g. lecture capture system) is a hallmark of market-driven private universities. Among many other distinguishing features, lecture capture system (LCS) is the one which is being offered to enhance the flexibility of learning environment for attracting executive business students. Majority of…

Effectiveness of a comprehensive integrated module using interactive lectures and workshops in understanding and knowledge retention about infant feeding practice in fifth year medical students: a quasi-experimental study.

PubMed

Sjarif, Damayanti Rusli; Yuliarti, Klara; Wahyuni, Luh Karunia; Wiguna, Tjhin; Prawitasari, Titis; Devaera, Yoga; Triyuniati, Henni Wahyu; Afriansyah, Andika

2016-08-18

Sixty percent of the 10.9 million under-5 deaths every year are related to malnutrition. More than two thirds of malnutrition is caused by inappropriate infant feeding practice. Only 35 % of mothers worldwide provide 4 months of exclusive breast-feeding, while complementary feeding is often untimely, nutritionally inadequate, hygienically poor, and improperly delivered. The existing pediatric nutrition module in our institution does not include proper delivery of food that involves oral-motor skills and feeding behavior. To scale up the knowledge and skill of medical students regarding evidence-based infant feeding practice, we designed a new module composed of comprehensive and integrated lectures with additional multidisciplinary lectures on oral-motor skill development and feeding behavior. A quasi-experimental study was conducted to evaluate the efficacy of the new module compared to the previous module. Fifth year medical students of Universitas Indonesia were divided into intervention and control groups. The control group received lectures and a paper-based workshop. The intervention group received comprehensive and integrated interactive lectures with additional multidisciplinary lectures on oral-motor skill development and behavioral approaches to feeding problems. A hands-on workshop using real cases shown on recorded video and role-play sessions was also presented to the intervention group. A pre-/post-test, 3-month retention test, and Observed Structured Clinical Examination (OSCE) were performed to evaluate understanding, knowledge retention, and counseling skills. A linear mixed effect model with a random intercept analysis for pre-test, post-test, and retention test scores showed significant higher result for intervention group compared to control group (p < 0.001). Comprehensive knowledge and counselling skills were better in the intervention group than in the control group as shown by the OSCE score (68.6 vs 59.3, p < 0.001). Our comprehensive integrated infant feeding practice module, which incorporates multidisciplinary learning processes and an interactive hands-on workshop with a role-play session yields better knowledge understanding and counseling skills compared with the existing module. Comprehensive knowledge and good counseling skills of medical students as future doctors are a pre-requisite to provide effective education to parents to support successful infant feeding practices.

Construction of IT Based Learning System at University Level

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Kozono, Kazutake

Rapid progress of information and communication technologies has been changing the education method. In Japan, online lectures have been recognized as the credits for graduation by the change of a law since 2001. One trial to construct an IT based learning system has been done for the development of IT based higher education and training. Educational effect of online lecture taken anytime and anywhere is evaluated, and then an authoring software for online lectures is developed for educators who are not familiar to IT. A learning management system begins to be operated for whole lectures, and a wireless LAN system is equipped in whole campus of Kumamoto University.

A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology.

PubMed

Ramlogan, S; Raman, V; Sweet, J

2014-02-01

This crossover controlled study aimed to compare the knowledge and skill attained by third-year dental students in three clinical exercises in the discipline of periodontology through video and live lecture instruction. Students (n = 35) segregated into two group either viewed a video or attended a live lecture repeated over three clinical teaching sessions. Pre-test and post-test written assessments were completed and comparisons between video and live lecture done (analysis of variance, P < 0.05). Students were assessed on clinic by a simple checklist. A questionnaire was administered after all three sessions to determine preferences and opinions on video and live lecture. For the combined three sessions, both video (n = 48) and live lecture (n = 47) groups attained similar mean pre-test scores. The mean post-test score was statistically significantly greater (P = 0.049) for the live lecture (74.9%, SD 14.9) compared to the video group (68.6%, SD 16.3). All students attained clinical proficiency via the simple checklist. In adding to their clinical skill, more students favoured video (97%) vs. live lecture (78.8%). Most students (97%) favoured a future combination of video and lecture. While students were deemed clinically competent via a simple checklist, the live lecture group performed better than the video group via the in-depth post-test assessment. Students had a preference for video and would like it integrated in the lecture rather than act as a substitute for the lecture. The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom

ERIC Educational Resources Information Center

Ledford, Christy J. W.; Saperstein, Adam K.; Cafferty, Lauren A.; McClintick, Stacey H.; Bernstein, Ethan M.

2015-01-01

Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions…

Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education

ERIC Educational Resources Information Center

Quinn, Marie; Kennedy-Clark, Shannon

2015-01-01

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and…

The Cognitve Cost of Chatting While Attending a Lecture: A Temporal Analysis

ERIC Educational Resources Information Center

Bigenho, Chris; Lin, Lin; Gold, Caroline; Gupta, Arjun; Rawitscher, Lindsay

2013-01-01

It is common to see students multitasking or switching between different tasks on the computer while also listening to the teacher lecture in the front of a classroom. In today's classrooms, students have much greater control over how they use their time, with the classroom integration of computers and mobile devices combined with social media and…

Informing Complex Interventions in Technology-Rich Teaching Ecologies: A Study of Structured Lecture Podcasting to Facilitate Active Learning

ERIC Educational Resources Information Center

Nickles, David James

2010-01-01

Since 2005, there has been rapid adoption of the use of podcasting in schools. In this flood of adoption, content has been recorded and distributed, but predominantly not internally structured or pedagogically integrated. This research aims to remedy pedagogical deficiencies in lecture podcasting by making use of chapter feature technology to…

A Novel Patchwork Model Used in Lecture and Laboratory to Teach the Three-Dimensional Organization of Mesenteries

ERIC Educational Resources Information Center

Noel, Geoffroy P.J.C.

2013-01-01

Anatomy teaching is seeing a decline in both lecture and laboratory hours across many medical schools in North America. New strategies are therefore needed to not only make anatomy teaching more clinically integrated, but also to implement new interactive teaching techniques to help students more efficiently grasp the complex organization of the…

Pre-registration Nurse Education in Pharmacology: Is It Adequate for the Roles that Nurses Are Expected To Fulfill?

ERIC Educational Resources Information Center

Morrison-Griffiths, Sally; Snowden, Michael A.; Pirmohamed, Munir

2002-01-01

According to responses from 33 of 52 nursing departments in England, 90% integrated pharmacology into curricula; 82% preferred that nurses teach it; 88% provided no training for lecturers. Lecture was the predominant teaching method. About one-fifth did not formally assess pharmacology knowledge. Students lacked math and science preparation for…

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. PMID:17655773

An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback

PubMed Central

Black, Esther P.; Rohr, Jürgen

2009-01-01

Objective To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Design Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Assessment Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Conclusions Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency. PMID:19513159

An audience response system strategy to improve student motivation, attention, and feedback.

PubMed

Cain, Jeff; Black, Esther P; Rohr, Jürgen

2009-04-07

To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.

The influence of an audience response system on knowledge retention: an application to resident education.

PubMed

Pradhan, Archana; Sparano, Dina; Ananth, Cande V

2005-11-01

The purpose of the study was to compare delivery methods of lecture material regarding contraceptive options by either traditional or interactive lecture style with the use of an audience response system with obstetrics and gynecology residents. A prospective, randomized controlled trial that included 17 obstetrics and gynecology residents was conducted. Group differences and comparison of pre/posttest scores to evaluate efficacy of lecture styles were performed with the Student t test. Each participant completed an evaluation to assess usefulness of the audience response system. Residents who received audience response system interactive lectures showed a 21% improvement between pretest and posttest scores; residents who received the standard lecture demonstrated a 2% improvement (P = .018). The evaluation survey showed that 82% of residents thought that the audience response system was a helpful learning aid. The results of this randomized controlled trial demonstrate the effectiveness of audience response system for knowledge retention, which suggests that it may be an efficient teaching tool for residency education.

The Use of Electronic Voting Systems in Lectures within Business and Marketing: A Case Study of Their Impact on Student Learning

ERIC Educational Resources Information Center

Masikunas, George; Panayiotidis, Andreas; Burke, Linda

2007-01-01

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then…

The Collaborative Lecture Annotation System (CLAS): A New TOOL for Distributed Learning

ERIC Educational Resources Information Center

Risko, E. F.; Foulsham, T.; Dawson, S.; Kingstone, A.

2013-01-01

In the context of a lecture, the capacity to readily recognize and synthesize key concepts is crucial for comprehension and overall educational performance. In this paper, we introduce a tool, the Collaborative Lecture Annotation System (CLAS), which has been developed to make the extraction of important information a more collaborative and…

Changing the Nature of Lectures Using a Personal Response System

ERIC Educational Resources Information Center

Masikunis, George; Panayiotidis, Andreas; Burke, Linda

2009-01-01

This article describes the use of an Electronic Voting System (EVS) in large group lectures within a business and management undergraduate degree programme, in an attempt to make them more interactive. The intention was to ensure that the introduction of the EVS-style lecture was educationally driven, linked to interactive learning activities in…

Promoting Student-Centered Active Learning in Lectures with a Personal Response System

ERIC Educational Resources Information Center

Gauci, Sally A.; Dantas, Arianne M.; Williams, David A.; Kemm, Robert E.

2009-01-01

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of…

Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors

ERIC Educational Resources Information Center

Azau, Mohd Azrin Mohd; Yao, Low Ming; Aik, Goo Soon; Yeong, Chin Kock; Nor, Mohamad Nizam; Abdullah, Ahmad Yusri; Jamil, Mohd Hafidz Mohamad; Yahya, Nasiruddin; Abas, Ahmad Fauzi; Saripan, M. Iqbal

2009-01-01

This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The…

Automatic System for Producing and Distributing Lecture Recordings and Livestreams Using Opencast Matterhorn

ERIC Educational Resources Information Center

Jonach, Rafael; Ebner, Martin; Grigoriadis, Ypatios

2015-01-01

Lectures of courses at universities are increasingly being recorded and offered through various distribution channels to support students' learning activities. This research work aims to create an automatic system for producing and distributing high quality lecture recordings. Opencast Matterhorn is an open source platform for automated video…

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study

PubMed Central

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

OBJECTIVE: The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. MATERIALS AND METHODS: This cross-sectional study was conducted among 1st, 2nd and 3rd year male medical students (n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. RESULTS: There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and n = 33 student were in 3rd year, the mean scores of the student responses were calculated using Independent samples Kruskal–Wallis. There was no significant difference in the responses of the students of different years except for the question “The Interactive lectures facilitate effective use of learning resources.” Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal–Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates effective use of learning resources” by Spearman rank correlation test. CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning. PMID:29296601

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study.

PubMed

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. This cross-sectional study was conducted among 1 st , 2 nd and 3 rd year male medical students ( n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1 st year, n = 30 students of 2 nd year and n = 33 student were in 3 rd year, the mean scores of the student responses were calculated using Independent samples Kruskal-Wallis. There was no significant difference in the responses of the students of different years except for the question "The Interactive lectures facilitate effective use of learning resources." Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal-Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, " The Interactive lectures facilitates effective use of learning resources" by Spearman rank correlation test. The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning.

The Development of Soviet Society: Perspectives from Educational Experience. Keynote Addresses from the Horace Mann Lecture Series and the Paul Masoner International Lecture Series, 1972-1978.

ERIC Educational Resources Information Center

Johnson, William H. E.

Historical, philosophical, and social perspectives concerning the development of Soviet society are presented. The concepts of orthodoxy, autocracy, and nationalism that were integral to Russian life for nearly one thousand years of history are discussed, and principles of socialism and communism that were inaugurated in November 1917 in…

Using Laboratory Homework to Facilitate Skill Integration and Assess Understanding in Intermediate Physics Courses

NASA Astrophysics Data System (ADS)

Johnston, Marty; Jalkio, Jeffrey

2013-04-01

By the time students have reached the intermediate level physics courses they have been exposed to a broad set of analytical, experimental, and computational skills. However, their ability to independently integrate these skills into the study of a physical system is often weak. To address this weakness and assess their understanding of the underlying physical concepts we have introduced laboratory homework into lecture based, junior level theoretical mechanics and electromagnetics courses. A laboratory homework set replaces a traditional one and emphasizes the analysis of a single system. In an exercise, students use analytical and computational tools to predict the behavior of a system and design a simple measurement to test their model. The laboratory portion of the exercises is straight forward and the emphasis is on concept integration and application. The short student reports we collect have revealed misconceptions that were not apparent in reviewing the traditional homework and test problems. Work continues on refining the current problems and expanding the problem sets.

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students

ERIC Educational Resources Information Center

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

The faculty of biochemistry established an integrated teaching strategy for biotechnology specialty students, by intermeshing the case-study method, web-assistant teaching, and improved lecture format with a brief content and multimedia courseware. Teaching practice showed that the integrated teaching strategy could retain the best features of…

Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

Programmable integration of heterogeneous nanomaterial arrays onto arbitrary substrates with applications in gas sensing

NASA Astrophysics Data System (ADS)

Miller, Jenna Olivia

Genetic counselors periodically see incarcerated patients, however, there is virtually no research on genetic counseling in this population. To initiate a conversation on the genetic counseling of incarcerated women, six guest lectures on the science and ethics of human genetics were prepared and delivered to a select group of 19 students in the Bedford Hills College Program at the Bedford Hills Correctional Facility for women in Bedford Hills, New York. Each lecture was analyzed for its effectiveness and impact. Additionally, 12 participating students were administered a course evaluation wherein they shared their thoughts on the lectures. The student inmates' responses suggested that prenatal genetics issues, such as age-related risks during pregnancy, were most relevant and valuable to them. Results also indicated that those attempting to teach genetics or biology in the women's prison setting should create a flexible course that includes ample handouts, visual aids, and class discussion. Additionally, the information gleaned through a review of the literature, the participants' responses, and the lecture series itself identified key issues to address as genetic counselors attempt to better serve incarcerated patients. The students who participated in this lecture series benefitted from simple explanations and visual aids, as would most genetic counseling patients, incarcerated or not. They also expressed significant distrust of the medical system. Results show that genetic counselors should strive to build rapport with incarcerated patients, and should be prepared to address sensitive subjects such as substance abuse, domestic violence, and mental illness with them. Furthermore, educating more incarcerated women about genetics may help them establish more faith in genetic counseling as a valuable health service.

Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students

ERIC Educational Resources Information Center

Cascaval, Radu C.; Fogler, Kethera A.; Abrams, Gene D.; Durham, Robert L.

2008-01-01

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of…

Use of Lecture Capture in Higher Education--Lessons from the Trenches

ERIC Educational Resources Information Center

Newton, Genevieve; Tucker, Trent; Dawson, John; Currie, Elliott

2014-01-01

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting…

Anatomy as the Backbone of an Integrated First Year Medical Curriculum: Design and Implementation

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E

2011-01-01

Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration. PMID:21538939

The integrated clerkship: an innovative model for delivering clinical education at the Zhejiang University School of Medicine.

PubMed

Yu, Fang; Xu, Lingxiao; Lu, Ding; Luo, Wei; Wang, Qingqing

2009-07-01

The traditional curriculum of clinical science at the Zhejiang University School of Medicine (ZUSM) was dominated by lectures, and many critical factors in producing competent physicians (such as the development of skills and active learning) were largely neglected. During a four-year period ending in 2007, ZUSM developed and implemented a new model for delivering clinical science education-the integrated clerkship. The principal features of the model are the greater amount of time that students are exposed to and are working in the clinical environment as clerks and the great reduction in lecture hours. Unlike the U.S. model of clerkship, the integrated clerkship at ZUSM is characterized by a progressive process, with intensive preparatory lectures before the clerkship, which is divided into two levels, junior and senior. The junior clerkship is equally divided into didactic activities and clinical practice; the senior clerkship requires students to become an essential part of the work taking place on the wards. A preliminary program evaluation showed that the fundamental goals of the integrated clerkship had been largely attained, especially the mastery of basic clinical skills and retention of medical knowledge. Surveys showed that most of the integrated clerkship students and faculty members were satisfied with the new curriculum; the students felt better prepared to cope with the professional challenges of patient care, and they began to understand how social context affects their patients. As the pilot program in China, the integrated clerkship at ZUSM may serve as a template for medical schools at a similar level, in China and elsewhere.

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

The Urbino Summer School in Paleoclimatology: Investing in the future of paleoclimatology

NASA Astrophysics Data System (ADS)

Schellenberg, S. A.; Galeotti, S.; Brinkhuis, H.; Leckie, R. M.

2010-12-01

Improving our understanding of global climate dynamics is increasingly critical as we continue to perturb the Earth system on geologically rapid time-scales. One approach is the modeling of climate dynamics; another is the exploitation of natural archives of climate history. To promote the synergistic integration of these approaches in the next generation of paleoclimatologists, a group of international teacher-scholars have developed the Urbino Summer School in Paleoclimatology (USSP), which has been offered since 2004 at the Università degli Studi di Urbino in Urbino, Italy. The USSP provides international graduate students with an intensive three-week experience in reconstructing the history and dynamics of climate through an integrated series of lectures, investigations, and field and laboratory analyses. Complementing these formal components, informal scientific discussions and collaborations are promoted among faculty and students through group meals, coffee breaks, socials, and evening presentations. The first week begins with a broad overview of climate history and dynamics, and then focuses on the principles and methods that transform geographically- and materially-diverse data into globally time-ordinated paleoclimatic information. Lectures largely serve as “connective tissue” for student-centered investigations that use ocean drilling data and student-collected field data from the spectacular exposures of the surrounding Umbre-Marche Basin. The second week provides sessions and investigations on various biotic and geochemical proxies, and marks the start of student “working groups,” each of whom focus on current understanding of, and outstanding questions regarding, a particular geologic time-interval. Parallel sessions also commence, wherein students self-select to attend one of three concurrently-offered more specialized topics. The third week is an intensive exploration of geochemical, climate, and ocean modeling that stresses the integration of paleoclimate modeling and proxy data. The third week also includes the “Cioppino” conference comprised of lectures by experts from various fields that presenting “new and exciting ideas for digestion.” The course concludes with a series of lectures, discussion, and student presentations examining the relevance of paleoclimate to understanding modern climate dynamics and anthropogenic impacts. Student costs are increasingly being reduced per capita through governmental/institutional underwriting and individually through competitive awards (e.g., recent NSF USSP scholarships). Based on student and faculty evaluations, the current USSP structure appears largely optimized for our initial goal of promoting the integration of paleoclimate proxy data and modeling. Current planning efforts focus on strengthening course connections to Anthropocene issues and managing the large number of international faculty who donate their time and energy as an investment in the future of paleoclimatology.

API REST Web service and backend system Of Lecturer’s Assessment Information System on Politeknik Negeri Bali

NASA Astrophysics Data System (ADS)

Manuaba, I. B. P.; Rudiastini, E.

2018-01-01

Assessment of lecturers is a tool used to measure lecturer performance. Lecturer’s assessment variable can be measured from three aspects : teaching activities, research and community service. Broad aspect to measure the performance of lecturers requires a special framework, so that the system can be developed in a sustainable manner. Issues of this research is to create a API web service data tool, so the lecturer assessment system can be developed in various frameworks. The research was developed with web service and php programming language with the output of json extension data. The conclusion of this research is API web service data application can be developed using several platforms such as web, mobile application

Black Holes and Qubits

NASA Astrophysics Data System (ADS)

Borsten, L.; Duff, M. J.; Rubens, W.

These notes have been compiled to accompany a series of four lectures given at the Kinki University Quantum Computing Series Summer School on Decoherence, Entanglement and Entropy, August 2009 at the Oxford Kobe Institute (Kobe, Japan). Each of the four lectures focuses on a particular topic falling under the broad umbrella of the "black-hole/qubit correspondence". Lecture I introduces the first instance of the black-hole/qubit correspondence, the relationship between the entanglement of three qubits and the entropy of STU black holes. Lecture II develops this correspondence to the case of {N} = 8 black holes and the tripartite entanglement of seven qubits. Lecture III examines the use of Jordan algebras and the Freudenthal triple system, which capture the U-duality symmetries of these black hole systems, in entanglement classification. Lecture IV introduces the superqubit, a natural candidate to represent supersymmetric quantum information. These lectures draw on work done with D. Dahanayake, H. Ebrahim, S. Ferrara and A. Marrani whose efforts are most gratefully acknowledged.

The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.

PubMed

Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon; Jhun, Paul

2016-09-01

Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics. Copyright © 2016 Elsevier Inc. All rights reserved.

A persuasive concept of research-oriented teaching in Soil Biochemistry

NASA Astrophysics Data System (ADS)

Blagodatskaya, Evgenia; Kuzyakova, Irina

2013-04-01

One of the main problems of existing bachelor programs is disconnection of basic and experimental education: even during practical training the methods learned are not related to characterization of soil field experiments and observed soil processes. We introduce a multi-level research-oriented teaching system involving Bachelor students in four-semesters active study by integration the basic knowledge, experimental techniques, statistical approaches, project design and it's realization.The novelty of research-oriented teaching system is based 1) on linkage of ongoing experiment to the study of statistical methods and 2) on self-responsibility of students for interpretation of soil chemical and biochemical characteristics obtained in the very beginning of their study by analysing the set of soil samples allowing full-factorial data treatment. This experimental data set is related to specific soil stand and is used as a backbone of the teaching system accelerating the student's interest to soil studies and motivating them for application of basic knowledge from lecture courses. The multi-level system includes: 1) basic lecture course on soil biochemistry with analysis of research questions, 2) practical training course on laboratory analytics where small groups of students are responsible for analysis of soil samples related to the specific land-use/forest type/forest age; 3) training course on biotic (e.g. respiration) - abiotic (e.g. temperature, moisture, fire etc.) interactions in the same soil samples; 4) theoretical seminars where students present and make a first attempt to explain soil characteristics of various soil stands as affected by abiotic factors (first semester); 5) lecture and seminar course on soil statistics where students apply newly learned statistical methods to prove their conclusions and to find relationships between soil characteristics obtained during first semester; 6) seminar course on project design where students develop their scientific projects to study the uncertainties revealed in soil responses to abiotic factors (second and third semesters); 7) Lecture, seminar and training courses on estimation of active microbial biomass in soil where students realize their projects applying a new knowledge to the soils from the stands they are responsible for (fourth semester). Thus, during four semesters the students continuously combine the theoretical knowledge from the lectures with their own experimental experience, compare and discuss results of various groups during seminars and obtain the skills in project design. The successful application of research-oriented teaching system in University of Göttingen allowed each student the early-stage revealing knowledge gaps, accelerated their involvement in ongoing research projects, and motivated them to begin own scientific career.

Combining Multidisciplinary Science, Quantitative Reasoning and Social Context to Teach Global Sustainability and Prepare Students for 21st Grand Challenges

NASA Astrophysics Data System (ADS)

Myers, J. D.

2011-12-01

The Earth's seven billion humans are consuming a growing proportion of the world's ecosystem products and services. Human activity has also wrought changes that rival the scale of many natural geologic processes, e.g. erosion, transport and deposition, leading to recognition of a new geological epoch, the Anthropocene. Because of these impacts, several natural systems have been pushed beyond the planetary boundaries that made the Holocene favorable for the expansion of humanity. Given these human-induced stresses on natural systems, global citizens will face an increasing number of grand challenges. Unfortunately, traditional discipline-based introductory science courses do little to prepare students for these complex, scientifically-based and technologically-centered challenges. With NSF funding, an introductory, integrated science course stressing quantitative reasoning and social context has been created at UW. The course (GEOL1600: Global Sustainability: Managing the Earth's Resources) is a lower division course designed around the energy-water-climate (EWC) nexus and integrating biology, chemistry, Earth science and physics. It melds lectures, lecture activities, reading questionnaires and labs to create a learning environment that examines the EWT nexus from a global through regional context. The focus on the EWC nexus, while important socially and intended to motivate students, also provides a coherent framework for identifying which disciplinary scientific principles and concepts to include in the course: photosynthesis and deep time (fossil fuels), biogeochemical cycles (climate), chemical reactions (combustion), electromagnetic radiation (solar power), nuclear physics (nuclear power), phase changes and diagrams (water and climate), etc. Lecture activities are used to give students the practice they need to make quantitative skills routine and automatic. Laboratory exercises on energy (coal, petroleum, nuclear power), water (in Bangladesh), energy production and water (shale gas hydrofracing and oil sand production) and climate (scientific modeling, carbon emission management) address EWC issues in international, national and regional contexts while reflecting the news headlines of the day.

Audience-response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation

PubMed Central

Bode, Sebastian Felix Nepomuk; Straub, Christine; Giesler, Marianne; Biller, Silke; Forster, Johannes; Krüger, Marcus

2015-01-01

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. PMID:26038683

The Application of the Integrative Model to Teach the Formation of American Political Parties

ERIC Educational Resources Information Center

Mitchell, Melissa Buelow

2011-01-01

The Integrative Model of instruction engages students in critical thinking while providing history teachers with an instructional strategy other than a traditional lecture format. The Integrative Model was used to develop an interactive lesson titled "The Formation of American Political Parties: Federalist versus Anti-federalist." This article…

Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology.

PubMed

Nagmoti, Jyoti Mahantesh

2017-01-01

PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

First Year Experiences in School of Mechanical Engineering Kanazawa University

NASA Astrophysics Data System (ADS)

Kinari, Toshiyasu; Kanjin, Yuichi; Furuhata, Toru; Tada, Yukio

This paper reports two lectures of the first year experience, ‧Lecture on Life in Campus and Society‧ and ‧Freshman Seminar‧ and discusses their effects. Both lectures have been given freshmen of the school of mechanical engineering, Kanazawa University in H20 spring term. The former lecture is aimed at freshmen to keep on a proper way in both social and college life. It consists of normal class and e-learning system lectures. E-learning system examination requires students to review the whole text book and that seems to have brought better results in the survey. The latter seminar is aimed at freshmen to get active and self-disciplined learning way through their investigation, discussion, presentation, writing work, and so on.

Impact of a concept map teaching approach on nursing students' critical thinking skills.

PubMed

Kaddoura, Mahmoud; Van-Dyke, Olga; Yang, Qing

2016-09-01

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. © 2016 John Wiley & Sons Australia, Ltd.

Integrated management of thesis using clustering method

NASA Astrophysics Data System (ADS)

Astuti, Indah Fitri; Cahyadi, Dedy

2017-02-01

Thesis is one of major requirements for student in pursuing their bachelor degree. In fact, finishing the thesis involves a long process including consultation, writing manuscript, conducting the chosen method, seminar scheduling, searching for references, and appraisal process by the board of mentors and examiners. Unfortunately, most of students find it hard to match all the lecturers' free time to sit together in a seminar room in order to examine the thesis. Therefore, seminar scheduling process should be on the top of priority to be solved. Manual mechanism for this task no longer fulfills the need. People in campus including students, staffs, and lecturers demand a system in which all the stakeholders can interact each other and manage the thesis process without conflicting their timetable. A branch of computer science named Management Information System (MIS) could be a breakthrough in dealing with thesis management. This research conduct a method called clustering to distinguish certain categories using mathematics formulas. A system then be developed along with the method to create a well-managed tool in providing some main facilities such as seminar scheduling, consultation and review process, thesis approval, assessment process, and also a reliable database of thesis. The database plays an important role in present and future purposes.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Design for learning - a case study of blended learning in a science unit.

PubMed

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

An Understanding Information Management System for a Real-Time Interactive Distance Education Environment

ERIC Educational Resources Information Center

He, Aiguo

2009-01-01

A real-time interactive distance lecture is a joint work that should be accomplished by the effort of the lecturer and his students in remote sites. It is important for the lecturer to get understanding information from the students which cannot be efficiently collected by only using video/audio channels between the lecturer and the students. This…

Blasting Rocks and Blasting Cars: Applied Engineering (LBNL Summer Lecture Series)

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

Hopkins, Deborah

2004-06-30

Summer Lecture Series 2004: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Numerical Analysis of the Dynamics of Nonlinear Solids and Structures

DTIC Science & Technology

2008-08-01

to arrive to a new numerical scheme that exhibits rigorously the dissipative character of the so-called canonical free en - ergy characteristic of...UCLA), February 14 2006. 5. "Numerical Integration of the Nonlinear Dynamics of Elastoplastic Solids," keynote lecture , 3rd European Conference on...Computational Mechanics (ECCM 3), Lisbon, Portugal, June 5-9 2006. 6. "Energy-Momentum Schemes for Finite Strain Plasticity," keynote lecture , 7th

Blasting Rocks and Blasting Cars: Applied Engineering (LBNL Summer Lecture Series)

ScienceCinema

Hopkins, Deborah [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Engineering Division

2017-12-09

Summer Lecture Series 2004: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education

PubMed Central

O’Keeffe, Gerard W.; Sullivan, Aideen M.; McCarthy, Marian M.

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by “Generation Connected” or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education. PMID:29371838

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education.

PubMed

O'Keeffe, Gerard W; Sullivan, Aideen M; McCarthy, Marian M

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by "Generation Connected" or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education.

Causal relationship model between variables using linear regression to improve professional commitment of lecturer

NASA Astrophysics Data System (ADS)

Setyaningsih, S.

2017-01-01

The main element to build a leading university requires lecturer commitment in a professional manner. Commitment is measured through willpower, loyalty, pride, loyalty, and integrity as a professional lecturer. A total of 135 from 337 university lecturers were sampled to collect data. Data were analyzed using validity and reliability test and multiple linear regression. Many studies have found a link on the commitment of lecturers, but the basic cause of the causal relationship is generally neglected. These results indicate that the professional commitment of lecturers affected by variables empowerment, academic culture, and trust. The relationship model between variables is composed of three substructures. The first substructure consists of endogenous variables professional commitment and exogenous three variables, namely the academic culture, empowerment and trust, as well as residue variable ɛ y . The second substructure consists of one endogenous variable that is trust and two exogenous variables, namely empowerment and academic culture and the residue variable ɛ 3. The third substructure consists of one endogenous variable, namely the academic culture and exogenous variables, namely empowerment as well as residue variable ɛ 2. Multiple linear regression was used in the path model for each substructure. The results showed that the hypothesis has been proved and these findings provide empirical evidence that increasing the variables will have an impact on increasing the professional commitment of the lecturers.

Interactive lectures: Clickers or personal devices?

PubMed

Morrell, Lesley J; Joyce, Domino A

2015-01-01

Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

Interactive lectures: Clickers or personal devices?

PubMed Central

Morrell, Lesley J.; Joyce, Domino A.

2015-01-01

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327

Earth System Science Education in a General Education Context: Two Case Studies

NASA Astrophysics Data System (ADS)

Herring, J. A.

2004-12-01

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.

Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia.

PubMed

Desalegn, Anteneh Assefa; Berhan, Asres; Berhan, Yifru

2014-04-14

Student absenteeism is a major concern for university education worldwide. This study was conducted to determine the prevalence and causes of absenteeism among undergraduate medical and health sciences students at Hawassa University. We conducted a cross-sectional study using a pretested self-administered structured questionnaire from May-June 2013. The primary outcome indicator was self-reported absenteeism from lectures in the semester preceding the study period. The study included all regular undergraduate students who were enrolled in the University for at least one semester. The data was entered and analyzed using SPSS version 20. The association between class absenteeism and socio-demographic and behavioral correlates of absenteeism was determined by bivariate and multivariate analyses. Results were reported as crude odds ratios (COR), adjusted odds ratios (AOR) and 95% confidence intervals (CI). 1200 students consented and filled the questionnaire. Of these students, 43.7% had missed three or more lectures and 14.1% (95% CI = 12.2-16.2) missed more than 8 lectures in the preceding semester. There was a significant association between missing more than 8 lectures and age of students, chosen discipline (medicine), and social drug use. The main reasons reported for missing lectures were preparing for another examination, lack of interest, lecturer's teaching style, and availability of lecture material. At Hawassa University College of Medicine and Health Science student habits and teacher performance play a role in absenteeism from lectures. A university culture that promotes discipline and integrity especially among medical and older students discourages social drug use will likely improve motivation and attendance. Training in teaching methodologies to improve the quality and delivery of lectures should also help increase attendance.

Using CLIPS as the cornerstone of a graduate expert systems course

NASA Technical Reports Server (NTRS)

Yue, Kwok-Bun

1991-01-01

The effective use of the C Language Integrated Production System (CLIPS) as a cornerstone in a graduate expert systems course is described. The course include 8 or 9 hours of in-depth lecturing in CLIPS, as well as a broad coverage of major topics and techniques in expert systems. As part of the requirements of the course, students solved two small yet non-trival problems in CLIPS before going on to develop a toy expert system in CLIPS in an incremental manner as the term project. Furthermore, students were required to evaluate CLIPS programs written by their classmates. An anonymous questionnaire at the end of the semester revealed that the students responded very favorably to the course, especially their experience with CLIPS.

The effectiveness of a clinically integrated e-learning course in evidence-based medicine: a cluster randomised controlled trial.

PubMed

Kulier, Regina; Coppus, Sjors F P J; Zamora, Javier; Hadley, Julie; Malick, Sadia; Das, Kausik; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R; Nagy, Eva; Emparanza, Jose I; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

2009-05-12

To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM) were compared between the clinically integrated e-learning course (intervention) and the traditional lecture based course (control). We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group). The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p = 0.27). The attitudinal changes were similar for both groups. A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Being less costly than traditional teaching and allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. ACTRN12609000022268.

Brown v. Board of Education of Topeka: An Assessment Thirty Years Later. A Series of Lectures and Discussions, Proceedings (Institute, West Virginia, February 10-11 and April 11-13, 1984).

ERIC Educational Resources Information Center

West Virginia State Coll., Institute.

Papers presented at a 1984 lecture series and symposium on the impact of the 1954 Brown v. Board of Education of Topeka Supreme Court decision case are collected in this report. The papers (and their authors) are: (1) "Legal Aspects of the Brown Decision" (Robert L. Carter); (2) "Desegregation/Integration and the Media: Fallout from…

Mobile technology in clinical teaching.

PubMed

Mackay, B J; Anderson, J; Harding, T

2017-01-01

Technology is having a profound effect on education in the 21st century and nurse educators are being challenged to integrate technological innovation to assist students in their learning. This paper reports a study on the introduction of smart mobile technology to support student learning in the clinical environment. In a climate of collaborative inquiry, clinical lecturers and two researchers from the same department carried out a project in three phases: formation, implementation and analysis. Following the formation phase, six clinical lecturers adopted iPads to support their clinical teaching (implementation phase). At this time they also kept reflective journals. In the analysis phase a thematic analysis of the data from the journals and from a focus group found both enabling and constraining factors influenced the use of iPads by clinical lecturers. The themes categorised as enablers were: resources and technology; and, management and technology support. Those identified as barriers or constraining factors were: clinical staff engagement; and lecturer experience with technology. Student engagement and learning, and connectivity were both enabling and constraining factors. This paper concludes that the use of a mobile device such as an iPad can enhance teaching in clinical settings but that in order for such devices to be successfully integrated into clinical teaching consideration needs to be given to professional development needs, adequate resourcing and technology support. Copyright © 2016 Elsevier Ltd. All rights reserved.

High-quality and small-capacity e-learning video featuring lecturer-superimposing PC screen images

NASA Astrophysics Data System (ADS)

Nomura, Yoshihiko; Murakami, Michinobu; Sakamoto, Ryota; Sugiura, Tokuhiro; Matsui, Hirokazu; Kato, Norihiko

2006-10-01

Information processing and communication technology are progressing quickly, and are prevailing throughout various technological fields. Therefore, the development of such technology should respond to the needs for improvement of quality in the e-learning education system. The authors propose a new video-image compression processing system that ingeniously employs the features of the lecturing scene. While dynamic lecturing scene is shot by a digital video camera, screen images are electronically stored by a PC screen image capturing software in relatively long period at a practical class. Then, a lecturer and a lecture stick are extracted from the digital video images by pattern recognition techniques, and the extracted images are superimposed on the appropriate PC screen images by off-line processing. Thus, we have succeeded to create a high-quality and small-capacity (HQ/SC) video-on-demand educational content featuring the advantages: the high quality of image sharpness, the small electronic file capacity, and the realistic lecturer motion.

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

PubMed Central

Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. Results: There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.

PubMed

Gali, Sivaranjani; Shetty, Vibha; Murthy, N S; Marimuthu, P

2015-01-01

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers.

PubMed

Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.

On Teaching International Courses on Health Information Systems. Lessons Learned during 16 Years of Frank - van Swieten Lectures on Strategic Information Management in Health Information Systems.

PubMed

Ammenwerth, Elske; Knaup, Petra; Winter, Alfred; Bauer, Axel W; Bott, Oliver J; Gietzelt, Matthias; Haarbrandt, Birger; Hackl, Werner O; Hellrung, Nils; Hübner-Bloder, Gudrun; Jahn, Franziska; Jaspers, Monique W; Kutscha, Ulrike; Machan, Christoph; Oppermann, Bianca; Pilz, Jochen; Schwartze, Jonas; Seidel, Christoph; Slot, Jan-Eric; Smers, Stefan; Spitalewsky, Katharina; Steckel, Nathalie; Strübing, Alexander; van der Haak, Minne; Haux, Reinhold; Ter Burg, Willem J

2017-03-08

Health information systems (HIS) are one of the most important areas for biomedical and health informatics. In order to professionally deal with HIS well-educated informaticians are needed. Because of these reasons, in 2001 an international course has been established: The Frank - van Swieten Lectures on Strategic Information Management of Health Information Systems. Reporting about the Frank - van Swieten Lectures and about our students' feedback on this course during the last 16 years. Summarizing our lessons learned and making recommendations for such international courses on HIS. The basic concept of the Frank - van Swieten lectures is to teach the theoretical background in local lectures, to organize practical exercises on modelling sub-information systems of the respective local HIS and finally to conduct Joint Three Days as an international meeting were the resulting models are introduced and compared. During the last 16 years, the Universities of Amsterdam, Braunschweig, Heidelberg/Heilbronn, Leipzig as well as UMIT were involved in running this course. Overall, 517 students from these universities participated. Our students' feedback was clearly positive. The Joint Three Days of the Frank - van Swieten Lectures, where at the end of the course all students can meet, turned out to be an important component of this course. Based on the last 16 years, we recommend common teaching materials, agreement on equivalent clinical areas for the exercises, support of group building of international student groups, motivation of using a collaboration platform, ensuring quality management of the course, addressing different levels of knowledge of the students, and ensuring sufficient funding for joint activities. Although associated with considerable additional efforts, we can clearly recommend establishing such international courses on HIS, such as the Frank - van Swieten Lectures.

Tagging and purifying proteins to teach molecular biology and advanced biochemistry.

PubMed

Roecklein-Canfield, Jennifer A; Lopilato, Jane

2004-11-01

Two distinct courses, "Molecular Biology" taught by the Biology Department and "Advanced Biochemistry" taught by the Chemistry Department, complement each other and, when taught in a coordinated and integrated way, can enhance student learning and understanding of complex material. "Molecular Biology" is a comprehensive lecture-based course with a 3-h laboratory once a week, while "Advanced Biochemistry" is a completely laboratory-based course with lecture fully integrated around independent student projects. Both courses emphasize and utilize cutting-edge technology. Teaching across departmental boundaries allows students access to faculty expertise and techniques rarely used at the undergraduate level, namely the tagging of proteins and their use in protein purification. Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.

One hundred years after Sigmund Freud's lectures in America: towards an integration of psychoanalytic theories and techniques within psychiatry.

PubMed

Hoffman, Leon

2010-12-01

The impact of Sigmund Freud's lectures in America in 1909 is discussed. Some of the roots of psychoanalysis and their contemporary relevance are addressed: neurological ideas, the discussions of the sexologists, and the degeneration theories at the turn of the twentieth century. Factors which led to the dominance of psychoanalysis in psychiatry included, in particular, its arguments against the hopelessness of degeneracy theories;yet,by isolating itself from mainstream academic psychiatry and psychology,organized psychoanalysis itself contributed to its own subsequent marginalization. In order to re-integrate itself with mainstream psychiatry, psychoanalysis needs to appreciate the importance of systematic demonstrations of the therapeutic power of psychodynamic/psychoanalytic concepts and techniques when caring for individuals.

Introducing Managers to Expert Systems.

ERIC Educational Resources Information Center

Finlay, Paul N.; And Others

1991-01-01

Describes a short course to expose managers to expert systems, consisting of (1) introductory lecture; (2) supervised computer tutorial; (3) lecture and discussion about knowledge structuring and modeling; and (4) small group work on a case study using computers. (SK)

New Scenarios for Audience Response Systems in University Lectures

ERIC Educational Resources Information Center

Schön, Daniel; Kopf, Stephan; Klinger, Melanie; Guthier, Benjamin

2016-01-01

Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We…

Live broadcast lectures on complete denture prosthodontics at Tokyo Medical and Dental University: comparison of two years.

PubMed

Iwaki, Maiko; Kanazawa, Manabu; Sunaga, Masayo; Kinoshita, Atsuhiro; Minakuchi, Shunsuke

2013-03-01

A live broadcasting system was developed as part of dental education with Information and Communication Technology (ICT) at Tokyo Medical and Dental University. The purpose of this study was to utilize this system in complete denture prosthodontics, especially for the procedure of making a definitive impression with custom tray border molding in edentulous patients, and to evaluate its effectiveness. Live broadcast lectures on complete denture prosthodontics were given to fourth-year students in 2009 (fifty-nine students) and in 2010 (sixty-five students). To evaluate this lecture, a questionnaire was distributed to the students and faculty members after the lecture. Almost all the students and faculty members rated the lecture as good. Students commented that the lecture was "intelligible," "inspiring," "improved understanding," "good because they could ask questions in real time," "helped to know the actual time," "good for all the students to see the same case," and "close to real experience and induced a sense of tension." The results of this study suggested that a live broadcast lecture would help students experience the real clinical situation and aid in teaching complete denture prosthodontics.

Creating Interactive Teaching Methods for ASTRO 101 That Really Work

NASA Astrophysics Data System (ADS)

Prather, E. E.; Adams, J. P.; Bailey, J. M.; Huggins, D.; Jones, L. V.; Slater, T. F.

2004-05-01

Acknowledging that lecture-based teaching methods are insufficient at promoting significant conceptual gains for students in the introductory astronomy course for non-science majors (ASTRO 101) is only the first step. But then, what can you do besides lecture? The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been developing and conducting research on the effectiveness of learner-centered instructional materials that put students in an active role in the classroom. With the support of an NSF CCLI (9952232) and NSF Geosciences Education (9907755) awards, we have designed and field-tested a set of innovative instructional materials called Lecture Tutorials. These Lecture Tutorial activities are intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing conventional lecture-based courses. As such, these instructional materials directly address the needs of heavily loaded teaching faculty in that they offer effective, learner-centered, classroom-ready activities that do not require any outside equipment/staffing or a drastic course revision for implementation. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about conceptually challenging and commonly taught topics in astronomy. The materials are based on research into student beliefs and reasoning difficulties and make use of a conceptual change instructional framework that promotes the intellectual engagement of students. Our research into the effectiveness of the Lecture Tutorials illustrates that traditional lectures alone make unsatisfactory gains on student understanding; however, supplementing traditional instruction with the lecture tutorials helps students make impressive conceptual gains over traditional instruction. In addition to the Lecture Tutorials we will discuss our current development of another set of engaging conceptual exercises that may have special benefit in the ASTRO 101 classroom known as Ranking Tasks.

Explicit constructivism: a missing link in ineffective lectures?

PubMed

Prakash, E S

2010-06-01

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

Integrity of Practice in Lecturers' Accounts of Teaching Decisions

ERIC Educational Resources Information Center

Young, Pat; Irving, Zoe

2005-01-01

This article draws on data collected during a funded research project on undergraduate teaching within a single discipline, social policy. Starting from observations drawn from analysis of the interview transcripts, the article develops the concept of "integrity of practice" from the literature on reflective practice and the scholarship of…

Integrating Study Skills and Problem Solving into Remedial Mathematics

ERIC Educational Resources Information Center

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

The Global Health Network and globalization of higher education

PubMed Central

LaPorte, Ron

1999-01-01

The year 2001 and the next millennium will soon be upon us. The major gains in health in the 20th century were primarily the result of improvements in public health including sanitation and immunization. Global health improvements will occur in the 21st century through improvements in information (in particular health training). We will describe a new paradigm for transnational training, the supercourse. In the next century global lecture-shareware training will take place, with Deming based quality control systems on the Internet. Faculty will thus share their best, most passionate lectures on the internet. During the past 100 years there has been a 25-year increase in life expectancy. It has been estimated that 24 of the 25 years were the result of prevention. Most prevention activity is sharing of information. We are working with leaders from WHO, the World Bank, IBM, NASA, PAHO to create a discipline called telepreventive medicine. This is the application of low band with information systems (the Internet) to large numbers of well people to prevent disease. One of the most important aspect of this work is the establishment globalisation of prevention education; the Supercourse. Question: What is the best way to improve health training/research? Answer: Improve the lectures. Question: How do we improve health training/research lectures: Answer: Have academic faculty worldwide share their lectures: Question: Will faculty share lectures? Answer: Yes, The Supercourse has 1107 faculty from 101 countries who created a Library of Lectures with 110 lectures on the Internet with quality control, and cutting edge cognitive design. This is being shared worldwide. We are developing a "Library of Lectures" with passionate lectures in public health from across the world such as seen here from South Africa. We propose to expand this to all areas of research in health. Our program consists of: Shareware: A Global faculty is developing and sharing their best, most passionate lectures. This benefits all. The experienced faculty member can beef up their lectures that are not cutting edge. New instructors reduce preparation time and improve their lectures, as they can employ state of the art lectures from others. Faculty in developing countries have access to current public health information for the first time. The concept is that of a library of lectures for all to use is in many ways similar to that of "shareware" on the computer. Statistical Quality Assurance: We have established a Deming Model of statistical quality control to monitor lectures over time Supporting the teachers: The Library of Lectures consists of exciting lectures by public health experts in the field. The classroom teacher "takes" them out for free like a library book. There is no direct teaching of students from a distance, rather the concept of the system is to provide cutting edge material for all faculty to present. Hypertext comic book: The lectures are icon driven, and the students can go deep into the Internet for more information through hyperlinks. It is based upon PowerPoint for ease of usage Presentation Speed: We have discovered technologies to speed access to lectures world wide Text books: The British Medical Association has put 2 current text books on line for us Multilingual: For global use, this must be multilingual, the first lecture is in 8 languages Voice-Sound Video: We are using state of the art Internet voice-video systems. We soon will be using "clickable" voice video We have published over 68 papers in leading medical journals including the Lancet, British Medical Journal, Nature Medicine among others. We are working with PAHO to put mirrored servers into every medical school in the Americas this year, with 5 years we should reach globally all medical schools. WHO has developed a Supercourse. Initial pilot studies reveal that 2500 individuals will see each lecture each year, which is 50 times that of our classroom teaching. We have beta tested lectures in 2 centers in Japan and one in South Africa with very positive results. We are now developing a Chinese Heritage course.

Summary Record of the GFF Community of Interest on the Practice and Organization of Intelligence Ottawa Roundtable: What Can the Cognitive and Behavioural Sciences Contribute to Intelligence Analysis? Towards a Collaborative Agenda for the Future

DTIC Science & Technology

2010-01-01

Discussion..................................... 14 5 Dinner Lecture: What Can Jazz Contribute to Intelligence Analysis...trade-offs. The implications of low integrative complexity include a limited information search, rigid following of established plans, black -white...also scientists can be of help. DRDC Toronto CR 2010-012 17 5 Dinner Lecture: What Can Jazz Contribute to Intelligence Analysis

The Impact of Network Embeddedness on Student Persistence

NASA Astrophysics Data System (ADS)

Zwolak, Justyna; Brewe, Eric; Inspire Team

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course.

Inlet and Propulsion Integration of Scram Propelled Vehicles

NASA Technical Reports Server (NTRS)

Povinelli, Louis A.

1996-01-01

The material to be presented in these two lectures begins with cycle considerations of the turbojet engine combined with a ramjet engine to provide thrust over the range of Mach 0 to 5. We will then examine in some detail the aerodynamic behavior that occurs in the inlet operating near the peak speed. Following that, we shall view a numerical simulation through a baseline scramjet engine, starting at the entrance to the inlet, proceeding into the combustor and through the nozzle. In the next segment, we examine a combined rocket and ramjet propulsion system. Analysis and test results will be examined with a view toward evaluation of the concept as a practical device. Two other inlets will then be reviewed: a Mach 12 inlet and a Mach 18 configuration. Finally, we close our lectures with a discussion of the Detonation Wave engine, and inspect the physical and chemical behavior obtained from numerical simulation. A few final remarks will be made regarding the application of CFD for hypersonic propulsion components.

Evaluation of an audience response system in a preclinical operative dentistry course.

PubMed

Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

2008-11-01

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

Disruptive Technology: Saving Money and Inspiring Engagement in Professional Staff.

PubMed

McPherson, Penne; Talbot, Elizabeth

Competent, efficient, and cost-effective delivery of professional development is a challenge in health care. Collaboration of teaching methodologies with academia and acute care offers fresh perspectives and delivery methods that can facilitate optimal outcomes. One multihospital system introduced the academic "flipped classroom" model to its acute care setting and integrated it into professional development requirements. The concept of the flipped classroom requires independent student engagement prior to classroom activities versus the traditional classroom lecture model. Results realized a cost savings in 2 years of $28,737 in addition to positive employee engagement.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Teaching the principles of health management to first year veterinary students.

PubMed

Duffield, Todd; Lissemore, Kerry; Sandals, David

2003-01-01

A course called Health Management 1 was created as part of a new DVM curriculum at the Ontario Veterinary College. This full year course was designed to introduce students to basic concepts of health management, integrating the disciplines of epidemiology, ethology, and public health in the context of selected animal industries. The course was comprised of 60 lecture hours and four two-hour laboratories. A common definition of health management, incorporating five principles, was used throughout the course, in order to reinforce the concepts and to maintain continuity between lecture blocks. Unlike in the years prior to the introduction of the new curriculum, epidemiology was presented as a tool of health management rather than as a separate discipline. To supplement the lecture and laboratory material, a Web-based resource was created and the students were required to review the appropriate section prior to each lecture block. Small quizzes, consisting of 10 questions each within WebCT, were used to stimulate self-directed learning. Overall, the course was well received by the students. The Web resources combined with the WebCT quizzes proved to be an effective method of stimulating students to prepare for lecture.

Design for learning – a case study of blended learning in a science unit

PubMed Central

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

Student Response to Hypermedia in the Lecture Theatre: A Case Study.

ERIC Educational Resources Information Center

Conway, Damian

The Computer Science Department at Monash University (Victoria, Australia) recently began presenting lectures using projection of a hypertext system, HyperLecture, running on a notebook computer as the primary medium. This paper presents a statistical analysis of student reactions to this approach, focusing on the effects, as perceived by the…

Explicit Constructivism: A Missing Link in Ineffective Lectures?

ERIC Educational Resources Information Center

Prakash, E. S.

2010-01-01

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my…

Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia

PubMed Central

2014-01-01

Background Student absenteeism is a major concern for university education worldwide. This study was conducted to determine the prevalence and causes of absenteeism among undergraduate medical and health sciences students at Hawassa University. Methods We conducted a cross-sectional study using a pretested self-administered structured questionnaire from May-June 2013. The primary outcome indicator was self-reported absenteeism from lectures in the semester preceding the study period. The study included all regular undergraduate students who were enrolled in the University for at least one semester. The data was entered and analyzed using SPSS version 20. The association between class absenteeism and socio-demographic and behavioral correlates of absenteeism was determined by bivariate and multivariate analyses. Results were reported as crude odds ratios (COR), adjusted odds ratios (AOR) and 95% confidence intervals (CI). Results 1200 students consented and filled the questionnaire. Of these students, 43.7% had missed three or more lectures and 14.1% (95% CI = 12.2-16.2) missed more than 8 lectures in the preceding semester. There was a significant association between missing more than 8 lectures and age of students, chosen discipline (medicine), and social drug use. The main reasons reported for missing lectures were preparing for another examination, lack of interest, lecturer’s teaching style, and availability of lecture material. Conclusion At Hawassa University College of Medicine and Health Science student habits and teacher performance play a role in absenteeism from lectures. A university culture that promotes discipline and integrity especially among medical and older students discourages social drug use will likely improve motivation and attendance. Training in teaching methodologies to improve the quality and delivery of lectures should also help increase attendance. PMID:24731511

Multimedia Approach in Teaching Mathematics--Example of Lesson about the Definite Integral Application for Determining an Area

ERIC Educational Resources Information Center

Milovanovic, Marina; Takaci, Durdica; Milajic, Aleksandar

2011-01-01

This article presents the importance of using multimedia in the math classes by an example of multimedia lesson about definite integral and the results of the research carried out among the students of the first years of faculty, divided into two groups of 25. One group had the traditional lecture about the definite integral, while the other one…

Use of On-Line Math Skills Modules in an Introductory General Education Geoscience Course at a Community College: The Importance of Integration Across Lab & Lecture Sections

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2011-12-01

The NSF sponsored on-line math skills module series The Math You Need When You Need It (TMYN) was constructed to provide math skill development and support to introductory geoscience course instructors whose students science learning is often hindered by deficiencies in critical math skills. The on-line modules give instructors a mechanism for student-centered, skill-specific math tutorials, practice exercises and assessments outside regular class time. In principle, a student deficient in a skill such as graphing, calculating a best-fit line or manipulating and quantifying a concept such as density can use the appropriate TMYN module to identify their area of weakness, focus on developing the skill using geologically relevant examples, and get feedback reflecting their mastery of the skill in an asynchronous format just as the skill becomes critical to learning in the course. The asynchronous format allows the instructor to remain focused on the geoscience content during class time without diverting all students' attention to skill remediation needed by only a subset of the population. Such a blended approach prevents the progression of the class from being slowed by the need for remediation for some students while simultaneously not leaving those students behind. The challenge to geoscience educators comes in identifying the best strategy for implementing TMYN modules in their classrooms. This presentation contrasts the effectiveness of 2 strategies for implementing TMYN in an introductory Earth System Science class taken as a general education science lab requirement by lower division students at a community college. This course is typical of many such large general education courses in that lab instruction is provided by separate educators from the primary instructor in charge of the lecture, often creating 2 parallel and only dimly connected courses in the experience of many students. In case 1, TMYN was implemented in 3 of 4 lab sections by an adjunct lab instructor while the primary instructor made no mention or use of TMYN in lecture or in the remaining lab section. In case 2, the same instructors each taught independent lecture and lab (2) sections, with TMYN being fully integrated in the course of the first instructor while not mentioned in that of the second. The strengths and weaknesses of each approach both for faculty implementation and student learning are compared with important insights into how such modules should be implemented in lecture/lab courses with separate instructors.

Combining an Exciting Classroom Learning Environment with an Effective Computerized Learning Management System

ERIC Educational Resources Information Center

Hallam, Teresa A.; Hallam, Stephen F.

2009-01-01

Imagine a computerized learning management system that enables teachers to deliver pertinent learning materials to students. Lectures are prerecorded and made available to download from the learning management system. If all their lectures were prerecorded, what would teachers do in the classroom? Classroom time could be used to coordinate…

Ozone and Interdisciplinary Science Teaching--Learning to Address the Things That Count Most.

ERIC Educational Resources Information Center

Hobson, Art

1993-01-01

Presents the ozone depletion story as an excellent case study for the integration of science-related social issues into the college science curriculum. Describes the history of ozone depletion and efforts to remedy the problem. Provides a lecture outline on ozone depletion. Discusses integrating other science-related interdisciplinary topics in…

An Upper Level Laboratory Course of Integrated Experiments

ERIC Educational Resources Information Center

Rose, T. L.; Seyse, R. J.

1974-01-01

Discusses the development of a one-year laboratory course in an effort to provide a link between traditional laboratories devoted to a single area of chemistry and the total involvement of a single narrow research project. Included are outlines of 32-hour lectures and 11 experiments performed in the integrated course. (CC)

Why Integrating Technology Has Been Unsuccessful in Kuwait? An Exploratory Study

ERIC Educational Resources Information Center

Alfelaij, Bader

2016-01-01

In Kuwait, unsuccessful attempts to use and integrate technology into classrooms and lecture halls are currently being witnessed in schools and higher education institutions. Such failure is believed to be the consequence of various challenges, such as cultural, technical and contextual challenges. In this exploratory study, the researcher has…

Work-Integrated Learning Process in Tourism Training Programs in Vietnam: Voices of Education and Industry

ERIC Educational Resources Information Center

Khuong, Cam Thi Hong

2016-01-01

This paper addresses the work-integrated learning (WIL) initiative embedded in selected tourism training programs in Vietnam. The research was grounded on the framework of stakeholder ethos. Drawing on tourism training curriculum analysis and interviews with lecturers, institutional leaders, industry managers and internship supervisors, this study…

Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning

ERIC Educational Resources Information Center

Hanbidge, Alice Schmidt; Mackenzie, Amanda; Sanderson, Nicole; Scholz, Kyle; Tin, Tony

2017-01-01

How do we close the gap between the lack of academic experience incoming students have--with the expectation that students know the rules of writing and taking exams? Academic integrity (AI) is essential in post-secondary academia yet insufficient time is allocated to teaching and practicing its concepts. Talks at orientation, lectures in the…

The Babushka Concept--An Instructional Sequence to Enhance Laboratory Learning in Science Education

ERIC Educational Resources Information Center

Gårdebjer, Sofie; Larsson, Anette; Adawi, Tom

2017-01-01

This paper deals with a novel method for improving the traditional "verification" laboratory in science education. Drawing on the idea of integrated instructional units, we describe an instructional sequence which we call the Babushka concept. This concept consists of three integrated instructional units: a start-up lecture, a laboratory…

Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

ERIC Educational Resources Information Center

Ansyari, Muhammad Fauzan

2015-01-01

This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

Evaluating Intelligent Interfaces for Post-Editing Automatic Transcriptions of Online Video Lectures

ERIC Educational Resources Information Center

Valor Miró, J. D.; Spencer, R. N.; Pérez González de Martos, A.; Garcés Díaz-Munío, G.; Turró, C.; Civera, J.; Juan, A.

2014-01-01

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for…

The Gastrointestinal System: A Piece of Cake

ERIC Educational Resources Information Center

Oommen, Vinay; Kanthakumar, Praghalathan

2015-01-01

Physiology teaching often comprises of a large percentage of didactic lectures. A 1-h didactic lecture is often much longer than the average attention span of most students. It is preferable to use different methods to decrease the possible monotony of the didactic lecture. This is even more important when the topic being discussed has a greater…

Video-Out Projection and Lecture Hall Set-Up. Microcomputing Working Paper Series.

ERIC Educational Resources Information Center

Gibson, Chris

This paper details the considerations involved in determining suitable video projection systems for displaying the Apple Macintosh's screen to large groups of people, both in classrooms with approximately 25 people, and in lecture halls with approximately 250. To project the Mac screen to groups in lecture halls, the Electrohome EDP-57 video…

Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

ERIC Educational Resources Information Center

Denker, Katherine J.

2013-01-01

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

Why do students miss lectures? A study of lecture attendance amongst students of health science.

PubMed

Bati, A Hilal; Mandiracioglu, Aliye; Orgun, Fatma; Govsa, Figen

2013-06-01

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students. Copyright © 2012 Elsevier Ltd. All rights reserved.

The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

Established and novel approaches for teaching and learning of veterinary parasitology in Berlin.

PubMed

Clausen, Peter-Henning; Stelzer, Sandra; Nijhof, Ard; Krücken, Jürgen; von Samson-Himmelstjerna, Georg

2018-03-15

The teaching of veterinary parasitology to the large number of students at the Freie Universität Berlin is mainly limited to conventional face-to-face lectures, supplemented by practical classes. Extensive parasite descriptions and diagnostic techniques are at the core of the practical classes, which are also intended to emphasise key biological and veterinary aspects covered in lectures. Further in-depth and specific learning is achieved within a detailed framework of elective courses, with defined learning outcomes for small groups of students, focusing on themes such as 'diagnosis and treatment of ectoparasites in companion animals' or 'zoonotic parasites'. Additionally, structured excursions are designed to offer experience through collaborative international investigations. Organ-based approaches are also an integral part of our veterinary parasitology teaching, done in collaboration with the clinical and para-clinical departments, either via face-to-face interactions or online. Wide-ranging themes, such as 'causes of colic in horses' or 'atopic dermatitis in dogs' are covered. Recently, diverse blended learning elements were introduced into the curriculum (e.g., QuerVet), which makes teaching and learning more flexible, in terms of time and space, and fosters self-directed learning and participation among the students. A new platform to provide online lectures for students, termed VET Talks, was launched in 2015 by the International Veterinary Student's Association (IVSA), and is as a publicly available educational support system for students. Provided free to veterinary students throughout the world, this platform offers students the opportunity to access lectures on interesting topics by outstanding speakers who are nominated by their students. Finally, continuing education (CE) opportunities are provided through specific Masters courses (Master of Equine Medicine, Master of Small Animal Sciences), classical seminars and recent webinars. Copyright © 2018 Elsevier B.V. All rights reserved.

454th Brookhaven Lecture

ScienceCinema

Charles Black

2017-12-09

Black discusses examples of integrating self-assembly into semiconductor microelectronics, where advances in the ability to define circuit elements at ever-higher resolution have largely fueled more than 40 years of consistent performance improvements

Study to Minimize Learning Progress Differences in Software Learning Class Using PLITAZ System

ERIC Educational Resources Information Center

Dong, Jian-Jie; Hwang, Wu-Yuin

2012-01-01

This study developed a system using two-phased strategies called "Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone" (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher's lecture time, students were encouraged to anonymously express…

Techniques and methods to guarantee Bologna-conform higher education in GNSS

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

The Bologna Declaration is aiming for student-centered, outcome-related, and competence-based teaching. In order to fulfill these demands, deep level learning techniques should be used to meet the needs of adult-compatible and self-determined learning. The presentation will summarize selected case studies carried out in the framework of the lecture course "Introduction into GNSS positioning" of the Geodetic Institute of the Karlsruhe Institute of Technology (Karlsruhe, Germany). The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The lecture course was migrated starting from a classically designed geodetic lecture course, which consisted of a well-adapted combination of teacher-centered classroom lectures and practical training (e.g., field exercises). The recent Bologna-conform blended learning concepts supports and motivates students to learn more sustainable using online and classroom learning methods. Therefore, an appropriate combination of - classroom lectures: Students and teacher give lectures - practical training: Students select topics individually - online learning: ILIAS (learning management system) is used as data, result, and communication platform. The framing didactical method is based on the so-called anchored instruction approach. Within this approach, an up-to-date scientific GNSS-related paper dealing with the large-scale geodetic project "Fehmarn Belt Fixed Link" is used as anchor. The students have to read the paper individually in the beginning of the semester. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated. The lecture course deals with these questions, in order to answer them. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. Within the presentation, the didactical concept of the enriched blended learning approach is discussed in detail in order to gain insight into the didactical design of the lecture course and the higher education principles taken into account in order to guarantee Bologna-conform teaching and learning.

The biogeochemistry of metal cycling

NASA Technical Reports Server (NTRS)

Nealson, Kenneth H. (Editor); Nealson, Molly (Editor); Dutcher, F. Ronald (Editor)

1990-01-01

The results of the Planetary Biology and Microbial Ecology's summer 1987 program are summarized. The purpose of the interdisciplinary PBME program is to integrate, via lectures and laboratory work, the contributions of university and NASA scientists and student interns. The 1987 program examined various aspects of the biogeochemistry of metal cycling, and included such areas as limnology, metal chemistry, metal geochemistry, microbial ecology, and interactions with metals. A particular area of focus was the use of remote sensing in the study of biogeochemistry. Abstracts and bibliographies of the lectures and reports of the laboratory projects are presented.

Education and Economics, People's Republic of China, 1983: Document of a Lecturer.

ERIC Educational Resources Information Center

Kavich, Lawrence L.

Educational and economic factors in evidence in the People's Republic of China (PRC) that indicate it will become a major power by the year 2000 are described. The factors were observed during a lecture tour from December 1982 to January 1983. Following a description of the lecture tour, four characteristics of the PRC's educational system are…

Pausing the Classroom Lecture: The Use of Clickers to Facilitate Student Engagement

ERIC Educational Resources Information Center

Dong, Jian-Jie; Hwang, Wu-Yuin; Shadiev, Rustam; Chen, Ginn-Yein

2017-01-01

In a big classroom, it is not easy for instructors to be aware of whether or not all students are engaged in the lecture and who has difficulty understanding learning content. One way in which the engagement between instructor/lecturer and students in the classroom is via technology designed to facilitate this. A computer system, making use of…

From Crisis to Catalyst: Transforming the New York City Public School System. Coleman Genn Lecture Series

ERIC Educational Resources Information Center

Klein, Joel I.

2007-01-01

The Center for Educational Innovation-Public Education Association (CEI-PEA) established the Colman Genn Lecture Series to honor the work and achievements of CEI-PEA Senior Fellow Colman Genn. The annual lecture takes place in New York City and features individuals who are making significant contributions to the advancement of public education for…

An Empirical Analysis of Negotiation Teaching Methodologies Using a Negotiation Support System

ERIC Educational Resources Information Center

Jones, Beth H.; Jones, Gary H.; Banerjee, Debasish

2005-01-01

This article describes an experiment that compared different methods of teaching undergraduates the fundamentals of negotiation analysis. Using student subjects, we compared three conditions: reading, lecture-only, and lecture accompanied by student use of a computerized negotiation support system (NSS). The authors examined two facets of…

Evaluating the Effectiveness of a Personal Response System in the Classroom

ERIC Educational Resources Information Center

Shaffer, Dennis M.; Collura, Michael J.

2009-01-01

We evaluated the effectiveness of the use of an electronic personal response system (or "clickers") during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded…

Automatic Grading of Spreadsheet and Database Skills

ERIC Educational Resources Information Center

Kovacic, Zlatko J.; Green, John Steven

2012-01-01

Growing enrollment in distance education has increased student-to-lecturer ratios and, therefore, increased the workload of the lecturer. This growing enrollment has resulted in mounting efforts to develop automatic grading systems in an effort to reduce this workload. While research in the design and development of automatic grading systems has a…

Automatic Digital Content Generation System for Real-Time Distance Lectures

ERIC Educational Resources Information Center

Iwatsuki, Masami; Takeuchi, Norio; Kobayashi, Hisato; Yana, Kazuo; Takeda, Hiroshi; Yaginuma, Hisashi; Kiyohara, Hajime; Tokuyasu, Akira

2007-01-01

This article describes a new automatic digital content generation system we have developed. Recently some universities, including Hosei University, have been offering students opportunities to take distance interactive classes over the Internet from overseas. When such distance lectures are delivered in English to Japanese students, there is a…

Active Learning in the Online Environment: The Integration of Student-Generated Audio Files

ERIC Educational Resources Information Center

Bolliger, Doris U.; Armier, David Des, Jr.

2013-01-01

Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on…

Integration and Implementation of Web Simulators in Experimental e-Learning: An Application for Capacity Auctions

ERIC Educational Resources Information Center

Otamendi, Francisco Javier; Doncel, Luis Miguel

2013-01-01

Experimental teaching in general, and simulation in particular, have primarily been used in lecture rooms but in the future must also be adapted to e-learning. The integration of web simulators into virtual learning environments, coupled with specific supporting video documentation and the use of videoconference tools, results in robust…

Selection and Integration of a Computer Simulation for Public Budgeting and Finance (PBS 116).

ERIC Educational Resources Information Center

Banas, Ed Jr.

1998-01-01

Describes the development of a course on public budgeting and finance, which integrated the use of SimCity Classic, a computer-simulation software, with traditional lecture, guest speakers, and collaborative-learning activities. Explains the rationale for the course design and discusses the results from the first semester of teaching the course.…

Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

ERIC Educational Resources Information Center

Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…

Integrated Graduate and Continuing Education in Protein Chromatography for Bioprocess Development and Scale-Up

ERIC Educational Resources Information Center

Carta, Jungbauer

2011-01-01

We describe an intensive course that integrates graduate and continuing education focused on the development and scale-up of chromatography processes used for the recovery and purification of proteins with special emphasis on biotherapeutics. The course includes lectures, laboratories, teamwork, and a design exercise and offers a complete view of…

Cognitive Communication 2.0 in Higher Education: To Tweet or Not to Tweet?

ERIC Educational Resources Information Center

Andrade, Antonio; Castro, Cornelia; Ferreira, Sergio Andre

2012-01-01

Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly…

Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

ERIC Educational Resources Information Center

Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer

2017-01-01

This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,…

A Theme-Based Approach to Teaching Nonmajors Biology: Helping Students Connect Biology to Their Lives

ERIC Educational Resources Information Center

Chaplin, Susan B.; Manske, Jill M.

2005-01-01

This article describes the curriculum for a highly student-centered human biology course constructed around a series of themes that enables the integration of the same basic paradigms found in a traditional survey lecture course without sacrificing essential content. The theme-based model enhances student interest, ability to integrate knowledge,…

Information technology model for evaluating emergency medicine teaching

NASA Astrophysics Data System (ADS)

Vorbach, James; Ryan, James

1996-02-01

This paper describes work in progress to develop an Information Technology (IT) model and supporting information system for the evaluation of clinical teaching in the Emergency Medicine (EM) Department of North Shore University Hospital. In the academic hospital setting student physicians, i.e. residents, and faculty function daily in their dual roles as teachers and students respectively, and as health care providers. Databases exist that are used to evaluate both groups in either academic or clinical performance, but rarely has this information been integrated to analyze the relationship between academic performance and the ability to care for patients. The goal of the IT model is to improve the quality of teaching of EM physicians by enabling the development of integrable metrics for faculty and resident evaluation. The IT model will include (1) methods for tracking residents in order to develop experimental databases; (2) methods to integrate lecture evaluation, clinical performance, resident evaluation, and quality assurance databases; and (3) a patient flow system to monitor patient rooms and the waiting area in the Emergency Medicine Department, to record and display status of medical orders, and to collect data for analyses.

Chemical Processing of Electrons and Holes.

ERIC Educational Resources Information Center

Anderson, Timothy J.

1990-01-01

Presents a synopsis of four lectures given in an elective senior-level electronic material processing course to introduce solid state electronics. Provides comparisons of a large scale chemical processing plant and an integrated circuit. (YP)

Evaluation of POE and instructor-led problem-solving approaches integrated into force and motion lecture classes using a model analysis technique

NASA Astrophysics Data System (ADS)

Rakkapao, S.; Pengpan, T.; Srikeaw, S.; Prasitpong, S.

2014-01-01

This study aims to investigate the use of the predict-observe-explain (POE) approach integrated into large lecture classes on forces and motion. It is compared to the instructor-led problem-solving method using model analysis. The samples are science (SC, N = 420) and engineering (EN, N = 434) freshmen, from Prince of Songkla University, Thailand. Research findings from the force and motion conceptual evaluation indicate that the multimedia-supported POE method promotes students’ learning better than the problem-solving method, in particular for the velocity and acceleration concepts. There is a small shift of the students’ model states after the problem-solving instruction. Moreover, by using model analysis instructors are able to investigate students’ misconceptions and evaluate teaching methods. It benefits instructors in organizing subsequent instructional materials.

The clinical role of lecturers in nursing in Ireland: perceptions from key stakeholder groups in nurse education on the role.

PubMed

Meskell, Pauline; Murphy, Kathleen; Shaw, David

2009-10-01

The clinical role of lecturers in nursing has been a focus of debate since the integration of nurse education into higher education institutions. The purpose of this paper is to report the findings from the preliminary phase of a study, undertaken to investigate the perceptions of key stakeholder groups in nurse education, regarding the current clinical role of nurse lecturers in Ireland. A descriptive exploratory design was used involving focus group and individual interviews, soliciting views of purposefully selected educationalists, clinicians, policy formulators and students. The issue was examined from a policy perspective, aiming to collectively represent views of all participant groups. This approach facilitated a more complete picture of perceptions of the role to emerge, to better inform future decision making. Twenty two focus group interviews and twenty one individual interviews were conducted. Content analysis was used to identify themes. All groups were in agreement that role definition was urgently required to dispel ambiguities surrounding what the clinical role should involve. Conflicting views were evident among groups regarding lecturers' clinical credibility, visibility and teaching effectiveness. Findings highlight the essential nature of nurse lecturers engaging with clinical areas to maintain their skills, demonstrate a value for the practice component of the role and provide a link between education and practice.

A study of integrated learning and the value of science in remote education: using the Internet to relay the total solar eclipse of 2001 June 11 in Africa

NASA Astrophysics Data System (ADS)

Takahashi, N.; Agata, H.; Maeda, K.; Okyudo, M..; Yamazaki, Y.

A total solar eclipse was observed on 2001 June 21 in Angola, Zambia, and Zimbabwe in Africa. For the purpose of promotion of science education using a solar eclipse as an educational project, the whole image and an enlarged image of the Sun, that showed the process of an eclipse and how things went in the observation area, were broadcast to the world through the Internet (Live Eclipse). Such images were distributed to four primary schools in Hiroshima and the Science and Technology Museum in Tokyo to give a remote lecture through computers. To find the effectiveness of the lecture, the learning effect on the participating children was examined two times before and after the remote lecture on the solar eclipse.

Applications of hypermedia systems

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

Lennon, J.; Maurer, H.

1995-05-01

In this paper, we consider several new aspects of modern hypermedia systems. The applications discussed include: (1) General Information and Communication Systems: Distributed information systems for businesses, schools and universities, museums, libraries, health systems, etc. (2) Electronic orientation and information displays: Electronic guided tours, public information kiosks, and publicity dissemination with archive facilities. (3) Lecturing: A system going beyond the traditional to empower both teachers and learners. (4) Libraries: A further step towards fully electronic library systems. (5) Directories of all kinds: Staff, telephone, and all sorts of generic directories. (6) Administration: A fully integrated system such as the onemore » proposed will mean efficient data processing and valuable statistical data. (7) Research: Material can now be accessed from databases all around the world. The effects of networking and computer-supported collaborative work are discussed, and examples of new scientific visualization programs are quoted. The paper concludes with a section entitled {open_quotes}Future Directions{close_quotes}.« less

Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK.

PubMed

Taylor, Vanessa; Ashelford, Sarah; Fell, Patricia; Goacher, Penelope J

2015-10-01

This study aims to review the biosciences component of preregistration nursing programmes in higher education institutions across the UK through the experiences and perceptions of lecturers involved in nursing education. Studies suggest that some qualified nurses lack confidence in explaining the bio-scientific rationale for their clinical practice. Biosciences can be difficult to understand and integrate into clinical decision-making and require protected time within preregistration nurse education. In the absence of explicit national guidelines, it is unclear as to the depth and extent biosciences are taught across different institutions and the level achieved at the point of registration. A survey approach was adopted to generate quantitative and qualitative feedback. Data were collected using a semi-structured questionnaire seeking the experiences and views of lecturers involved in teaching biosciences to nursing students across the UK. Data received from 10 institutions were analysed using descriptive statistics and thematic analysis. Lecturers reported that the hours of taught biosciences ranged from 20-113 hours, principally within the first year. This represents between 0·4-2·4% of time within a preregistration nursing programme (4600 hours). Large group lectures predominate, supplemented by smaller group or practical work, and online materials. The biosciences are assessed specifically in half the institutions surveyed and as part of integrated assessments in the rest. In relation to student feedback, all respondents stated that students consistently requested more time and greater priority for biosciences in their programme. This survey suggests that the number of hours spent teaching biosciences is minimal and varies widely between higher education institutions. All respondents expressed concern about the challenges of teaching difficult bio-scientific concepts to large groups in such a limited time and called for greater clarity in national guidelines to ensure that all nurses are adequately educated and assessed in bioscience subjects. Failure to understand the biosciences underpinning care has implications for safe and competent nursing. © 2015 John Wiley & Sons Ltd.

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training.

PubMed

Hadley, Julie; Kulier, Regina; Zamora, Javier; Coppus, Sjors F P J; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R; Nagy, Eva; Emparanza, Jose I; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Kunz, Regina; Wilkie, Veronica; Wall, David; Mol, Ben Wj; Khan, Khalid S

2010-07-01

To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content. We conducted a cluster randomized controlled trial to compare a clinically integrated e-learning EBM course (intervention) to a lecture-based course (control) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midlands region. Knowledge gain among participants was measured with a validated instrument using multiple choice questions. Change in knowledge was compared between groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations (GEE) model. There were seven clusters involving teaching of 237 trainees (122 in the intervention and 115 in the control group). The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group. After adjusting for baseline knowledge, there was no difference in the amount of improvement in knowledge of EBM between the two groups. The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points (95% CI -1.2-1.4). An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching.

Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

PubMed

Tsang, Alexander; Harris, David M

2016-12-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

ERIC Educational Resources Information Center

Revell, Kevin D.

2014-01-01

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…

Constructive and problem-based learning using blended learning anchored instruction approaches

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

Based on an anchored instruction approach, an enriched blended learning lecture course ("Introduction into GNSS positioning") was established in order to enable constructive and problem-based learning. The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The presented higher education technique "anchored instruction" uses a real and up-to-date and therefore authentic scientific paper dealing with a recent large-scale geodetic project (Fehmarn Belt Fixed Link) in order to introduce the topic of GNSS-based positioning to the students. In the beginning of the semester, the students have to read the paper individually and carefully. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated focusing on new, unclear or not-understood aspects of the paper. The lecture course deals with these questions, in order to answer them throughout the semester. During the lecture course this paper is referred, e.g., in the middle of the semester, the paper has to be read again in order to check which questions have been answered; in addition, new question arise. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. The framing anchor technique enables the students to anchor their GNSS knowledge. The presented case study uses a teaching resp. learning setting consisting of classroom lectures (given by teachers and learners), practical trainings (e.g., field exercises, students select topics individually), and online lectures (learning management system ILIAS is used as data, result, and asynchronous communication platform). The implementation and the elements of the anchoring technique, which enables student-centered, cooperative, and individual learning, are going to be discussed in detail. A special focus of the presentation is on work assignments, time schedule, and work load. The anchor technique is applied within a blended learning teaching concept, therefore the role of the learning management system ILIAS will be treated as well.

"Understanding" medical school curriculum content using KnowledgeMap.

PubMed

Denny, Joshua C; Smithers, Jeffrey D; Miller, Randolph A; Spickard, Anderson

2003-01-01

To describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum. The KM concept identifier uses lexical resources partially derived from the UMLS (SPECIALIST lexicon and Metathesaurus), heuristic language processing techniques, and an empirical scoring algorithm. KM differentiates among potentially matching Metathesaurus concepts within a source document. The authors manually identified important "gold standard" biomedical concepts within selected medical school full-content lecture documents and used these documents to compare KM concept recognition with that of a known state-of-the-art "standard"-the National Library of Medicine's MetaMap program. The number of "gold standard" concepts in each lecture document identified by either KM or MetaMap, and the cause of each failure or relative success in a random subset of documents. For 4,281 "gold standard" concepts, MetaMap matched 78% and KM 82%. Precision for "gold standard" concepts was 85% for MetaMap and 89% for KM. The heuristics of KM accurately matched acronyms, concepts underspecified in the document, and ambiguous matches. The most frequent cause of matching failures was absence of target concepts from the UMLS Metathesaurus. The prototypic KM system provided an encouraging rate of concept extraction for representative medical curricular texts. Future versions of KM should be evaluated for their ability to allow administrators, lecturers, and students to navigate through the medical curriculum to locate redundancies, find interrelated information, and identify omissions. In addition, the ability of KM to meet specific, personal information needs should be assessed.

The Astrobiology Matrix and the "Drake Matrix" in Education

NASA Technical Reports Server (NTRS)

Mizser, A.; Kereszturi, A.

2003-01-01

We organized astrobiology lectures in the Eotvos Lorand University of Sciences and the Polaris Observatory in 2002. We present here the "Drake matrix" for the comparison of the astrobiological potential of different bodies [1], and astrobiology matrix for the visualization of the interdisciplinary connections between different fields of astrobiology. Conclusion: In Hungary it is difficult to integrate astrobiology in the education system but the great advantage is that it can connect different scientific fields and improve the view of students. We would like to get in contact with persons and organizations who already have experience in the education of astrobiology.

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Evaluation of a Lecture Recording System in a Medical Curriculum

ERIC Educational Resources Information Center

Bacro, Thierry R. H.; Gebregziabher, Mulugeta; Fitzharris, Timothy P.

2010-01-01

Recently, the Medical University of South Carolina adopted a lecture recording system (LRS). A retrospective study of LRS was implemented to document the students' perceptions, pattern of usage, and impact on the students' grades in three basic sciences courses (Cell Biology/Histology, Physiology, and Neurosciences). The number of accesses and…

A Phenomenological Exploration of Faculty Experiences Using Lecture Capture Systems

ERIC Educational Resources Information Center

Vande Voort, Pamela S.

2013-01-01

The purpose of this qualitative, phenomenological study was to describe the perceived experiences of faculty who use lecture capture systems in face-to-face class meetings at small and medium-sized, four-year, highly residential, undergraduate colleges and universities with enrollments between 1,000 and 9,999 students. Through audio-recorded…

Student Task Analysis for the Development of E-Learning Lectural System in Basic Chemistry Courses in FKIP UMMY Solok

NASA Astrophysics Data System (ADS)

Afrahamiryano, A.; Ariani, D.

2018-04-01

The student task analysis is one part of the define stage in development research using the 4-D development model. Analysis of this task is useful to determine the level of understanding of students on lecture materials that have been given. The results of this task analysis serve as a measuring tool to determine the level of success of learning and as a basis in the development of lecture system. Analysis of this task is done by the method of observation and documentation study of the tasks undertaken by students. The results of this analysis are then described and after that triangulation are done to draw conclusions. The results of the analysis indicate that the students' level of understanding is high for theoretical and low material for counting material. Based on the results of this task analysis, it can be concluded that e-learning lecture system developed should be able to increase students' understanding on basic chemicals that are calculated.

Implementation and utilization of a comprehensive information network in an integrated private not-for-profit regional health care system

NASA Astrophysics Data System (ADS)

Long, James M., III

1995-10-01

The capacity to access, integrate, and analyze demographic, financial, and clinical data within a regional health care system represents an opportunity to ensure and enhance clinical quality and to reduce costs in a carefully planned and controlled manner. Properly used, such capability should improve health care delivery for local populations and provide the institution with a level of integration of services achieved by few health care organizations. The Baptist Health System (BHS), based in Birmingham, Alabama, is currently standardizing operating procedures among its various components and implementing a comprehensive, enterprise-wide information network. Clinical quality improvement and case management are being promulgated throughout the enterprise using a continuum-of-care model developed internally. Having successfully completed a pilot project using teleconferences for core lectures in internal medicine between two large teaching hospitals, BHS is taking advantage of enterprise- wide teleconference capability using a combination of fiberoptic (T3) and standard digital telephone (T1) transmission to speed installation and reduce the cost of implementation into two office buildings and eleven hospitals. The information system will serve to prepare BHS for the advent of managed care and other anticipated changes in health care, while ensuring continued ability to deliver high quality, cost-effective medical and health-related services.

Are We Nearly There Yet? Progress, Issues, and Possible Next Steps for a Self-Improving School System. Inaugural Professorial Lecture

ERIC Educational Resources Information Center

Greany, Toby

2014-01-01

The DfE's 2010 white paper "The Importance of Teaching" set out the Coalition's aim to "create a school system which is self-improving". In this inaugural lecture, Toby Greany assesses progress to date and the Coalition Government's approach to developing a self-improving system. He argues that the Coalition is following at…

Concept of Video Bookmark (Videomark) and Its Application to the Collaborative Indexing of Lecture Video in Video-Based Distance Education

ERIC Educational Resources Information Center

Haga, Hirohide

2004-01-01

This article describes the development of the video bookmark, hereinafter referred to as the videomark, and its application to the collaborative indexing of the lecture video in video-based distance education system. The combination of the videomark system with the bulletin board system (BBS), which is another network tool used for discussion, is…

WINDS (KIZUNA)-based Collaborative e-Learning Project in Thailand, Malaysia and Japan

NASA Astrophysics Data System (ADS)

Hisanaga, Makoto; Takahashi, Shin; Kameyama, Keisuke; Fukui, Yukio; Kitawaki, Nobuhiko

The expanding digital divide deprives students in developing countries with opportunities for education. Advanced countries have the ability to enhance those opportunities. For this study, the authors set up and tested a remote lecture system using a commercial communication satellite beginning in 2002. This project attempted to solve issues in remote lecture systems using conventional satellite systems, and to build up a real-time collaborative lecture delivery system using a new satellite, called the Wideband InterNetworking engineering test and Demonstration Satellite (WINDS). This work proposes a remote education system using satellites, enabling the issues raised in the pilot experiments to be solved. Principal outcomes in this project include improvements of the quality of image and sound, and the communication delay. The authors also demonstrate the usefulness of WINDS in the education field.

Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.

An Investigation of Professional Integrity in Pre-registration Nurse Education: A Modified Grounded Theory Research Study.

PubMed

Jane Blowers, E

2018-06-01

Acting with integrity is a central part of nursing practice. However, literature shows that professional integrity can be absent and where this is present it can face challenges. Governmental Inquiries have revealed deficits in the expression of nursing values which underpin professional integrity, in particular caring, compassionate and competent practice that maintains the dignity of patients. Evidence also suggests that it cannot be taken for granted that pre-registration education will have a positive impact on student nurses' ability to practice with integrity. This research explored students', mentors' and lecturers' experiences of professional integrity in pre-registration nurse education. A grounded theory approach was informed by the work of Charmaz (2004, 2006). The study, which took place in a UK university, involved four fields of nursing practice: Adult, Children, Mental Health and Learning Disabilities. 12 student nurses, 5 practice-based mentors and 6 lecturers participated. Semi-structured interviews and focus groups revealed three main themes: meanings, enactment and growth of professional integrity. Pre-registration education can influence the growth of professional integrity by improving students' understanding of the boundaries of nursing practice and potential threats to these, skills to speak up on behalf of patients, and knowledge of the processes involved in raising concerns about practice and potential barriers to this. The proactive development of student nurses' strategies to cope, alongside increasing their understanding of the importance of this is also likely to be beneficial. Copyright © 2018. Published by Elsevier Ltd.

Report of Best Practice: Development of an Ethics Manual as an Integral Component of Undergraduate Curriculum and Application for Graduates and Practitioners

ERIC Educational Resources Information Center

Angel, Lyndall Annette; Simpson, Maree Donna

2007-01-01

An ethics manual to support undergraduate lectures or practitioners in a healthcare environment has been developed. The manual was developed from course materials designed to ensure an integrated approach throughout a four year pharmacy program as teaching professionalism, as well as professional ethics, has become increasingly important and a…

Integration of Web 2.0 Tools in Learning a Programming Course

ERIC Educational Resources Information Center

Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

Collaborative Group Learning Approaches for Teaching Comparative Planetology

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. Extensive evaluation results consistently suggest that both the backwards faded-scaffolding and the Lecture-Tutorials approaches are successful at engaging students in self-directed scientific discourse as measured by the Views on Scientific Inquiry (VOSI) as well as increasing their knowledge of science as measured by the Test Of Atronomy STandards (TOAST).

On Teaching International Courses on Health Information Systems

PubMed Central

Bauer, Axel W.; Bott, Oliver J.; Gietzelt, Matthias; Haarbrandt, Birger; Hackl, Werner O.; Hellrung, Nils; Hübner-Bloder, Gudrun; Jahn, Franziska; Jaspers, Monique W.; Kutscha, Ulrike; Machan, Christoph; Oppermann, Bianca; Pilz, Jochen; Schwartze, Jonas; Seidel, Christoph; Slot, Jan-Eric; Smers, Stefan; Spitalewsky, Katharina; Steckel, Nathalie; Strübing, Alexander; van der Haak, Minne

2017-01-01

Summary Background Health information systems (HIS) are one of the most important areas for biomedical and health informatics. In order to professionally deal with HIS well-educated informaticians are needed. Because of these reasons, in 2001 an international course has been established: The Frank – van Swieten Lectures on Strategic Information Management of Health Information Systems. Objectives Reporting about the Frank – van Swieten Lectures and about our students‘ feedback on this course during the last 16 years. Summarizing our lessons learned and making recommendations for such international courses on HIS. Methods The basic concept of the Frank – van Swieten lectures is to teach the theoretical background in local lectures, to organize practical exercises on modelling sub-information systems of the respective local HIS and finally to conduct Joint Three Days as an international meeting were the resulting models are introduced and compared. Results During the last 16 years, the Universities of Amsterdam, Braunschweig, Heidelberg/Heilbronn, Leipzig as well as UMIT were involved in running this course. Overall, 517 students from these universities participated. Our students‘ feedback was clearly positive. The Joint Three Days of the Frank – van Swieten Lectures, where at the end of the course all students can meet, turned out to be an important component of this course. Based on the last 16 years, we recommend common teaching materials, agreement on equivalent clinical areas for the exercises, support of group building of international student groups, motivation of using a collaboration platform, ensuring quality management of the course, addressing different levels of knowledge of the students, and ensuring sufficient funding for joint activities. Conclusions Although associated with considerable additional efforts, we can clearly recommend establishing such international courses on HIS, such as the Frank – van Swieten Lectures. PMID:28272648

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

PubMed Central

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287

Blasting Rocks and Blasting Cars Applied Engineering

ScienceCinema

LBNL

2017-12-09

June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated ... June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed for auto assembly lines.

Distinguished Neuropsychologist Award Lecture 1999. The lesion(s) in traumatic brain injury: implications for clinical neuropsychology.

PubMed

Bigler, E D

2001-02-01

This paper overviews the current status of neuroimaging in neuropsychological outcome in traumatic brain injury (TBI). The pathophysiology of TBI is reviewed and integrated with expected neuroimaging and neuropsychological findings. The integration of clinical and quantitative magnetic resonance (QMR) imaging is the main topic of review, but these findings are integrated with single photon emission computed tomography (SPECT) and magnetoencephalography (MEG). Various clinical caveats are offered for the clinician.

Geriatric-focused educational offerings in the Department of Veterans Affairs from 1999 to 2009.

PubMed

Thielke, Stephen; Tumosa, Nina; Lindenfeld, Rivkah; Shay, Kenneth

2011-01-01

The scope of geriatrics-related educational offerings in large health care systems, in either the target audiences or topics covered, has not previously been analyzed or reported in the professional literature. The authors reviewed the geriatrics-related educational sessions that were provided between 1999 and 2009 by the Geriatrics Research, Education, and Clinical Centers (GRECCs) and the Employee Education System (EES) of the United States' largest integrated health care system, the Veterans Health Administration (VHA). Using records of attendance and content at local training events and regional and national conferences, the authors estimated the number of attendees in different health disciplines and the number and types of lectures. During the past 11 years, GRECCs and EES provided geriatric-related educational sessions to about one third of a million attendees, most of them nurses and physicians, in about 15,000 lectures. About three-fourths of the educational events occurred through local, rather than regional or national, events. Lectures covered a wide variety of topics, with a particular emphasis on dementia and other mental health topics. A comparison of the number of potential learners in VHA with the number of geriatric-related educational presentations over this time period yields an average of one offering per VHA provider every 3 years; most providers likely never received any. Since 1999 the GRECCs have been the dominant source for geriatrics-related education for VHA health professionals, but given that about one half of VHA patients are older than age 65, there is still a large unmet need to provide geriatric education to VHA providers. Examination of the GRECC resources that have been put to use in the past to develop and deliver the face-to-face education experiences described sheds light on the magnitude of resources that might be required to address remaining unmet need in the future, and supports the prediction that there will need to be increasing reliance on distance learning and other alternatives to face-to-face educational modalities.

Clustering: An Interactive Technique to Enhance Learning in Biology.

ERIC Educational Resources Information Center

Ambron, Joanna

1988-01-01

Explains an interdisciplinary approach to biology and writing which increases students' mastery of vocabulary, scientific concepts, creativity, and expression. Describes modifications of the clustering technique used to summarize lectures, integrate reading and understand textbook material. (RT)

Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning.

PubMed

Lymn, Joanne S; Mostyn, Alison

2010-10-27

Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.

Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

PubMed Central

2010-01-01

Background Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Methods Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. Results 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. Conclusions The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety. PMID:20979620

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

PubMed

Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Lecture Hall and Learning Design: A Survey of Variables, Parameters, Criteria and Interrelationships for Audio-Visual Presentation Systems and Audience Reception.

ERIC Educational Resources Information Center

Justin, J. Karl

Variables and parameters affecting architectural planning and audiovisual systems selection for lecture halls and other learning spaces are surveyed. Interrelationships of factors are discussed, including--(1) design requirements for modern educational techniques as differentiated from cinema, theater or auditorium design, (2) general hall…

JPRS Report, Science & Technology, Japan, 4th Intelligent Robots Symposium, Volume 1

DTIC Science & Technology

1989-03-16

Iikura, et al. , "System Study of Japan Experimental Module Manipulator System," the Third Space Station Lecture Meeting, 1987, pp 49-50. 6. Iwata...and Honma, "Requirement of Functions of OSV," the Third Space Station Lecture Meeting, 1987, pp 101-102. 7. K. Yamada, K. Tsuchiya, and S. Tadakawa

Use of World Wide Web server and browser software to support a first-year medical physiology course.

PubMed

Davis, M J; Wythe, J; Rozum, J S; Gore, R W

1997-06-01

We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.

Bringing ocean observations to the classroom - integrating research infrastructure into education

NASA Astrophysics Data System (ADS)

Proctor, R.; Hoenner, X.; Mancini, S.; Tattersall, K.; Everett, J. D.; Suthers, I. M.; Steinberg, P.; Doblin, M.; Moltmann, T.

2016-02-01

For the past 4 years the Sydney Institute of Marine Science, a partnership of four Australian Universities (Macquarie University, the University of NSW, the University of Sydney and the University of Technology Sydney) has been running a Master's degree course called Topics in Australian Marine Science (TAMS). This course is unique in that the core of the course is built around research infrastructure - the Integrated Marine Observing System (IMOS). IMOS, established in 2007, is collecting unprecedented volumes of multi-disciplinary oceanographic data in the ocean and on the continental shelf which is made freely available across the web; IMOS frequently runs `data user workshops' throughout Australia to introduce scientists and managers to the wealth of observations available at their fingertips. The Masters course gives students an understanding of how different measurement platforms work and they explore the data that these platforms collect. Students combine attending seminars and lectures with hands on practicals and personal assignments, all built around access to IMOS data and the many tools available to visualise and analyse. The course attracts a diverse class with many mature students (i.e. > 25 years old) from a range of backgrounds who find that the ease of discovering and accessing data, coupled with the available tools, enables them to easily study the marine environment without the need for high level computational skills. Since its inception the popularity of the course has increased with 38 students undertaking the subject in 2014. The consensus from students and lecturers is that integrating `real' observations into the classroom is beneficial to all, and IMOS is seeking to extend this approach to other university campuses. The talk will describe the experiences from the TAMS course and highlight the IMOS approach to data discovery, availability and access through course examples.

Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course

ERIC Educational Resources Information Center

Thompson, Ruthanne; Bolin, Greta; Coe, Alice

2012-01-01

The decision to employ learner-centered teaching methods, teacher-centered teaching methods, or whether to integrate the two within large lecture halls in higher education continues to be heavily researched and hotly debated. All, in one form or another, have been shown effective at varying levels, throughout a myriad of disciplines and across…

Integrating traditional nursing service orientation content with electronic medical record orientation.

PubMed

Harton, Brenda B; Borrelli, Larry; Knupp, Ann; Rogers, Necolen; West, Vickie R

2009-01-01

Traditional nursing service orientation classes at an acute care hospital were integrated with orientation to the electronic medical record to blend the two components in a user-friendly format so that the learner is introduced to the culture, processes, and documentation methods of the organization, with an opportunity to document online in a practice domain while lecture and discussion information is fresh.

A Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course

ERIC Educational Resources Information Center

McPheron, Benjamin D.; Thangaraj, Charles V.; Thomas, Charles R.

2017-01-01

Laboratory courses can be difficult to fit into an engineering program at a liberal arts-focused university, which requires students to be exposed to appropriate breadth, as well as sufficient depth in their engineering education. One possible solution to this issue is to integrate laboratory exercises with lecture in a "studio" format,…

An Introduction to the Fundamentals of Chemistry for the Marine Engineer.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document describes an introduction course in the fundamentals of chemistry for marine engineers. The course is modularized, audio tutorial allowing the student to progress at his own rate while integrating laboratory and lecture materials. (SL)

Integrating Prevention into Obstetrics/Gynecology.

ERIC Educational Resources Information Center

Carey, J. Christopher

2000-01-01

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

Lectures on Selected Topics in Mathematical Physics: Elliptic Functions and Elliptic Integrals

NASA Astrophysics Data System (ADS)

Schwalm, William A.

2015-12-01

This volume is a basic introduction to certain aspects of elliptic functions and elliptic integrals. Primarily, the elliptic functions stand out as closed solutions to a class of physical and geometrical problems giving rise to nonlinear differential equations. While these nonlinear equations may not be the types of greatest interest currently, the fact that they are solvable exactly in terms of functions about which much is known makes up for this. The elliptic functions of Jacobi, or equivalently the Weierstrass elliptic functions, inhabit the literature on current problems in condensed matter and statistical physics, on solitons and conformal representations, and all sorts of famous problems in classical mechanics. The lectures on elliptic functions have evolved as part of the first semester of a course on theoretical and mathematical methods given to first- and second-year graduate students in physics and chemistry at the University of North Dakota. They are for graduate students or for researchers who want an elementary introduction to the subject that nevertheless leaves them with enough of the details to address real problems. The style is supposed to be informal. The intention is to introduce the subject as a moderate extension of ordinary trigonometry in which the reference circle is replaced by an ellipse. This entre depends upon fewer tools and has seemed less intimidating that other typical introductions to the subject that depend on some knowledge of complex variables. The first three lectures assume only calculus, including the chain rule and elementary knowledge of differential equations. In the later lectures, the complex analytic properties are introduced naturally so that a more complete study becomes possible.

Liberated Learning: Analysis of University Students' Perceptions and Experiences with Continuous Automated Speech Recognition

ERIC Educational Resources Information Center

Ryba, Ken; McIvor, Tom; Shakir, Maha; Paez, Di

2006-01-01

This study examined continuous automated speech recognition in the university lecture theatre. The participants were both native speakers of English (L1) and English as a second language students (L2) enrolled in an information systems course (Total N=160). After an initial training period, an L2 lecturer in information systems delivered three…

An Investigation of the Potential for a Computer-based Tutorial Program Covering the Cardiovascular System to Replace Traditional Lectures.

ERIC Educational Resources Information Center

Dewhurst, D. G.; Williams, A. D.

1998-01-01

Presents the results of a comparative study to evaluate the effectiveness of two interactive computer-based learning (CBL) programs, covering the cardiovascular system, as an alternative to lectures for first year undergraduate students at a United Kingdom University. Discusses results in relation to the design of evaluative studies and the future…

Quality Control of Epidemiological Lectures Online: Scientific Evaluation of Peer Review

PubMed Central

Linkov, Faina; Lovalekar, Mita; LaPorte, Ronald

2007-01-01

Aim To examine the feasibility of using peer review for the quality control of online materials. Methods We analyzed the inter-rater agreement on the quality of epidemiological lectures online, based on the Global Health Network Supercourse lecture library. We examined the agreement among reviewers by looking at κ statistics and intraclass correlations. Seven expert reviewers examined and rated a random sample of 100 Supercourse lectures. Their reviews were compared with the reviews of the lay Supercourse reviewers. Results Both expert and non-expert reviewers rated lectures very highly, with a mean overall score of 4 out of 5. Kappa (κ) statistic and intraclass correlations indicated that inter-rater agreement for experts and non-experts was surprisingly low (below 0.4). Conclusions To our knowledge, this was the first time that poor inter-rater agreement was demonstrated for the Internet lectures. Future research studies need to evaluate the alternatives to the peer review system, especially for online materials. PMID:17436390

Introduction to Magneto-Fluid-Dynamics for Aerospace Applications

DTIC Science & Technology

2004-07-08

exposure time down to 100 ns. The diagnostic systems were built and tested in the discharge chamber VKI Lecture Series - 5 - 27–30 October 2003 1...thermodynamics VKI Lecture Series - 7 - 27–30 October 2003 2 STOICHIOMETRIC ASPECTS (20; 21; 23; 35; 36; 37) based on the entropy -balance equation is...exploitation of the entropy production and of the VKI Lecture Series - 28 - 27–30 October 2003 9 LINEAR IRREVERSIBLE THERMODYNAMICS second law of

Using the stress and adversity inventory as a teaching tool leads to significant learning gains in two courses on stress and health.

PubMed

Slavich, George M; Toussaint, Loren

2014-10-01

The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait-list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN-specific lecture versus general stress lecture) repeated-measures design. Although the STRAIN-specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.

Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students.

PubMed

Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

2017-01-01

This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students' academic achievement and attitude. The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology's semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students' grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (p<0.01). Using learning management system (LMS) and/or WhatsApp messenger tool showed a significant positive correlation in improving students' grades. Additionally, use of WhatsApp enhances students' in-class attendance though statistically insignificant. The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education.

Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students

PubMed Central

Khan, Aftab Ahmed; Siddiqui, Adel Zia; Mohsin, Syed Fareed; Momani, Mohammed Mahmoud Al; Mirza, Eraj Humayun

2017-01-01

Objective: This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students’ academic achievement and attitude. Methods: The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology’s semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students’ grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (p<0.01). Results: Using learning management system (LMS) and/or WhatsApp messenger tool showed a significant positive correlation in improving students’ grades. Additionally, use of WhatsApp enhances students’ in-class attendance though statistically insignificant. Conclusion: The results are pivotal for a paradigm shift of in-class lectures and discussion to mobile learning (M-learning). M-learning through WhatsApp may be as an alternative, innovative, and collaborative tool in achieving the required goals in medical education. PMID:29492081

Fifth Lecture

ERIC Educational Resources Information Center

Montessori, Maria

2013-01-01

We include the ninth chapter of "Education and Peace" by Maria Montessori (1949) to draw attention to the relationship between peace and sustainability. Nature is an integral part of peace studies. [Reprinted from "Education and Peace," pages 66-70, copyright © 1972 by Montessori-Pierson Publishing Company.

Using Technology to Make Connections in the Core Curriculum.

ERIC Educational Resources Information Center

Frost, Christopher J.; Pierson, Michael J.

1998-01-01

An introductory psychology course integrates subject content with other disciplines in multimedia presentations. Comparison of large multimedia and small lecture classes showed that multimedia instruction was effective in teaching large classes without eroding motivation, enabling students to make connections. (SK)

The Twentieth Amy Morris Homans Lecture 1986. Leadership: The Key Ingredient.

ERIC Educational Resources Information Center

Forker, Barbara E.

1986-01-01

This paper describes changes in the concept of leadership during the last century, and then addresses the importance of fostering strong leadership. A plan to encourage integrated, farsighted leadership in the field of physical education is proposed. (MT)

Final Progress Report, Renewable and Logistics Fuels for Fuel Cells at the Colorado School of Mines

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

Sullivan, Neal P.

The objective of this program is to advance the current state of technology of solid-oxide fuel cells (SOFCs) to improve performance when operating on renewable and logistics hydrocarbon fuel streams. Outcomes will include: 1.) new SOFC materials and architectures that address the technical challenges associated with carbon-deposit formation and sulfur poisoning; 2.) new integration strategies for combining fuel reformers with SOFCs; 3.) advanced modeling tools that bridge the scales of fundamental charge-transfer chemistry to system operation and control; and 4.) outreach through creation of the Distinguished Lecturer Series to promote nationwide collaboration with fuel-cell researchers and scientists.

Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students.

PubMed

Turner, Rose L; M Ketchum, Andrea; Ratajeski, Melissa A; Wessel, Charles B

2017-01-01

This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.

Planetary Biology and Microbial Ecology: Molecular Ecology and the Global Nitrogen cycle

NASA Technical Reports Server (NTRS)

Nealson, Molly Stone (Editor); Nealson, Kenneth H. (Editor)

1993-01-01

This report summarizes the results of the Planetary Biology and Molecular Ecology's summer 1991 program, which was held at the Marine Biological Laboratory in Woods Hole, Massachusetts. The purpose of the interdisciplinary PBME program is to integrate, via lectures and laboratory work, the contributions of university and NASA scientists and student interns. The goals of the 1991 program were to examine several aspects of the biogeochemistry of the nitrogen cycle and to teach the application of modern methods of molecular genetics to field studies of organisms. Descriptions of the laboratory projects and protocols and abstracts and references of the lectures are presented.

Blasting Rocks and Blasting Cars Applied Engineering

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

LBNL

2008-07-02

June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated ... June 30, 2004 Berkeley Lab lecture: Deb Hopkins works with industries like automobile, mining and paper to improve their evaluation and measuring techniques. For several years, she has coordinated a program at Berkeley Lab funded under the Partnership for a New Generation of Vehicles, a collaboration between the federal government and the U.S. Council for Automotive Research. Nondestructive evaluation techniques to test a car's structural integrity are being developed formore » auto assembly lines.« less

A Question-Answer System for Mobile Devices in Lecture-Based Instruction: A Qualitative Analysis of Student Engagement and Learning

ERIC Educational Resources Information Center

Hatun Atas, Amine; Delialioglu, Ömer

2018-01-01

The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The…

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

OnlineTED.com--a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance.

PubMed

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. "OnlineTED" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. "OnlineTED" enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. "OnlineTED" is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.

Cleveland Space Odyssey

NASA Technical Reports Server (NTRS)

1980-01-01

The symposium included personal appearances by NASA astronauts, NASA exhibits, aerospace science lecture demonstrations (Spacemobile Lectures), souvenir photos for each student attending the symposium, and talks on job opportunities in aerospace and on the benefits of the Space Program. The program was directed mainly at (public, parochial and private) student groups, each of which spend three hours on the CCC campus to participate in the symposium activities. The symposium was open to the general public and consisted of the NASA exhibits, aerospace science lecture demonstrations, films, talks on the benefits of the space program, additional lectures by members of the American Institute of Aeronautics and Astronautics (AIAA), and a special tasting demonstration of space food meal systems.

Investigating the Effects of Prompt Characteristics on the Comparability of TOEFL iBT™ Integrated Writing Tasks

ERIC Educational Resources Information Center

Cho, Yeonsuk; Rijmen, Frank; Novák, Jakub

2013-01-01

This study examined the influence of prompt characteristics on the averages of all scores given to test taker responses on the TOEFL iBT[TM] integrated Read-Listen-Write (RLW) writing tasks for multiple administrations from 2005 to 2009. In the context of TOEFL iBT RLW tasks, the prompt consists of a reading passage and a lecture. To understand…

Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

PubMed

Boruff, Jill T; Thomas, Aliki

2011-12-01

To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

"If they can't tell the difference between duphalac and digoxin you've got patient safety issues". Nurse Lecturers' constructions of students' dyslexic identities in nurse education.

PubMed

Evans, William

2014-06-01

The paper explores how student nurses with a dyslexic identity were discursively constructed by lecturing staff in nurse education. An increasing number of students completing programmes of study in higher education are registering and disclosing one or more disabilities to their respective institutional support services. As students with dyslexia enter the nursing profession, they bring with them their own unique identity that situates their disability in a specific light. Nurse lecturers play an integral role in supporting all students including those with a disability; however no previous research has attempted to examine the language they use to construct students with a dyslexic identity. Critically, the internalised views of those with teaching and learning responsibilities who directly interact with students with disabilities have a critical influence on the nature of the supports provided, as well as decisions about students' professional competence. Discussions that centre on the inclusion of individuals with disability in healthcare education are shaped by language and diverse ways of understanding, therefore, an exploratory discursive design, examining how dyslexic identities are socially constructed by nurse lecturers is an overarching focus of the paper. Using narrative interviewing, twelve nurse lecturers from two higher education institutions in the Republic of Ireland were interviewed during the period February to July 2012. Discourse analysis was guided by a narrative-discursive approach. Nurse lecturers identified 'Getting the work done' as a critical component to becoming a nurse, where expectations associated with efficiency and independence superseded students' right to accommodation. An implicit mild-severe binary existed amongst lecturers while categorising students with dyslexia, with those placed in the latter considered professionally unsuitable. These concerns are individually critiqued. Critically, policy leaders must continue to consider wider sociocultural as well as individualised understandings of dyslexic identities in order to enhance inclusion prerogatives. Copyright © 2013 Elsevier Ltd. All rights reserved.

Hypersonic transport aircraft

NASA Technical Reports Server (NTRS)

1987-01-01

A hypersonic transport aircraft design project was selected as a result of interactions with NASA Lewis Research Center personnel and fits the Presidential concept of the Orient Express. The Graduate Teaching Assistant (GTA) and an undergraduate student worked at the NASA Lewis Research Center during the 1986 summer conducting a literature survey, and relevant literature and useful software were collected. The computer software was implemented in the Computer Aided Design Laboratory of the Mechanical and Aerospace Engineering Department. In addition to the lectures by the three instructors, a series of guest lectures was conducted. The first of these lectures 'Anywhere in the World in Two Hours' was delivered by R. Luidens of NASA Lewis Center. In addition, videotaped copies of relevant seminars obtained from NASA Lewis were also featured. The first assignment was to individually research and develop the mission requirements and to discuss the findings with the class. The class in consultation with the instructors then developed a set of unified mission requirements. Then the class was divided into three design groups (1) Aerodynamics Group, (2) Propulsion Group, and (3) Structures and Thermal Analyses Group. The groups worked on their respective design areas and interacted with each other to finally come up with an integrated conceptual design. The three faculty members and the GTA acted as the resource persons for the three groups and aided in the integration of the individual group designs into the final design of a hypersonic aircraft.

A model for the use of blended learning in large group teaching sessions.

PubMed

Herbert, Cristan; Velan, Gary M; Pryor, Wendy M; Kumar, Rakesh K

2017-11-09

Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach. For each topic presented over 2-3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12-18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability. All of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

Using Computer Simulations to Integrate Learning.

ERIC Educational Resources Information Center

Liao, Thomas T.

1983-01-01

Describes the primary design criteria and the classroom activities involved in "The Yellow Light Problem," a minicourse on decision making in the secondary school Mathematics, Engineering and Science Achievement (MESA) program in California. Activities include lectures, discussions, science and math labs, computer labs, and development…

Using CAD Programs in CAL.

ERIC Educational Resources Information Center

Boardman, D.

1979-01-01

Practical experience has shown that computer aided design programs can provide an invaluable aid in the learning process when integrated into the syllabus in lecture and laboratory periods. This should be a major area of future development of computer assisted learning in engineering education. (Author/CMV)

Instructional Technology and Faculty Development.

ERIC Educational Resources Information Center

Holden, Carole A.

This paper explores the challenges instructional technology presents to faculty and administration. For example: students will not accept lectures that fail to draw upon Internet resources; integrating technology sparks the faculty debate that the use of technology will "dehumanize teaching and learning"; community college professors…

Dannie Heineman Prize for Mathematical Physics Prize Lecture: Correlation Functions in Integrable Models II: The Role of Quantum Affine Symmetry

NASA Astrophysics Data System (ADS)

Jimbo, Michio

2013-03-01

Since the beginning of 1980s, hidden infinite dimensional symmetries have emerged as the origin of integrability: first in soliton theory and then in conformal field theory. Quest for symmetries in quantum integrable models has led to the discovery of quantum groups. On one hand this opened up rapid mathematical developments in representation theory, combinatorics and other fields. On the other hand it has advanced understanding of correlation functions of lattice models, leading to multiple integral formulas in integrable spin chains. We shall review these developments which continue up to the present time.

Lectures on Inhumanity: Teaching Medical Ethics in German Medical Schools Under Nazism.

PubMed

Bruns, Florian; Chelouche, Tessa

2017-04-18

Nazi medicine and its atrocities have been explored in depth over the past few decades, but scholars have started to examine medical ethics under Nazism only in recent years. Given the medical crimes and immoral conduct of physicians during the Third Reich, it is often assumed that Nazi medical authorities spurned ethics. However, in 1939, Germany introduced mandatory lectures on ethics as part of the medical curriculum. Course catalogs and archival sources show that lectures on ethics were an integral part of the medical curriculum in Germany between 1939 and 1945. Nazi officials established lecturer positions for the new subject area, named Medical Law and Professional Studies, at every medical school. The appointed lecturers were mostly early members of the Nazi Party and imparted Nazi political and moral values in their teaching. These values included the unequal worth of human beings, the moral imperative of preserving a pure Aryan people, the authoritarian role of the physician, the individual's obligation to stay healthy, and the priority of public health over individual-patient care. This article shows that there existed not only a Nazi version of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany. The findings illustrate that, from a historical point of view, the notion of "eternal values" that are inherent to the medical profession is questionable. Rather, the prevailing medical ethos can be strongly determined by politics and the zeitgeist and therefore has to be repeatedly negotiated.

Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial.

PubMed

Mains, Tyler E; Cofrancesco, Joseph; Milner, Stephen M; Shah, Nina G; Goldberg, Harry

2015-07-01

Audience response systems (ARSs) are electronic devices that allow educators to pose questions during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their impact on student learning remains unclear. This randomised controlled trial was designed to isolate the impact of ARSs on student learning and students' perception of ARSs during a lecture. First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS questions were embedded or (ii) watch the same lecture without the ARS questions. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience. 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment. Embedding three ARS questions within a 30 min lecture increased students' knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Individual response technology to promote active learning within the caring sciences: An experimental research study.

PubMed

Hedén, Lena; Ahlstrom, Linda

2016-01-01

One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, p<0.001), participation (n=92, mean 6.1 vs. n=79, mean 7.7, p<0.001), and active learning (n=92, mean 7.3 vs. n=79, mean 8.2 p<0.001). Additionally, the students experienced this technology as a supportive technical system during lectures (mean 6.6 vs. mean 8.1, p<0.001). The use of individual response technology during teaching is one way to enhance students' experiences of engagement, participation, and learning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Interactive instruction in otolaryngology resident education.

PubMed

Schweinfurth, John M

2007-12-01

Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

Methods of training the graduate level and professional geologist in remote sensing technology

NASA Technical Reports Server (NTRS)

Kolm, K. E.

1981-01-01

Requirements for a basic course in remote sensing to accommodate the needs of the graduate level and professional geologist are described. The course should stress the general topics of basic remote sensing theory, the theory and data types relating to different remote sensing systems, an introduction to the basic concepts of computer image processing and analysis, the characteristics of different data types, the development of methods for geological interpretations, the integration of all scales and data types of remote sensing in a given study, the integration of other data bases (geophysical and geochemical) into a remote sensing study, and geological remote sensing applications. The laboratories should stress hands on experience to reinforce the concepts and procedures presented in the lecture. The geologist should then be encouraged to pursue a second course in computer image processing and analysis of remotely sensed data.

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

Effects of Classical Background Music on Stress, Anxiety, and Knowledge of Filipino Baccalaureate Nursing Students.

PubMed

Evangelista, Kevin; Macabasag, Romeo Luis A; Capili, Brylle; Castro, Timothy; Danque, Marilee; Evangelista, Hanzel; Rivero, Jenica Ana; Gonong, Michell Katrina; Diño, Michael Joseph; Cajayon, Sharon

2017-10-28

Previous work on the use of background music suggests conflicting results in various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical background music do not affect stress, anxiety, and knowledge scores (Λ = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to explain the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background music in regulating attention control of nursing students during lecture hours.

The Edinburgh Electronic Veterinary Curriculum: an online program-wide learning and support environment for veterinary education.

PubMed

Ellaway, Rachel; Pettigrew, Graham; Rhind, Susan; Dewhurst, David

2005-01-01

The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.

Proceedings of the Symposium Teaching Cardiovascular Physiology Outside the Lecture Hall.

ERIC Educational Resources Information Center

Michael, Joel A.; Rovick, Allen A., Eds.

1983-01-01

Provided are 10 papers presented during a symposium on teaching cardiovascular physiology outside the lecture hall. Topics addressed include a mechanical model of the cardiovascular system for effective teaching, separate course for experiments in cardiovascular physiology, selective laboratory (alternative to cookbook experiments), cardiovascular…

Toward a Latino Attainment Agenda: Shaping Our Own Destiny. Tomás Rivera Lecture Series

ERIC Educational Resources Information Center

Cigarroa, Francisco G.

2013-01-01

In the 2013 Tomás Rivera lecture, Francisco Cigarroa, chancellor of the University of Texas system, discusses how a major shift in the demographics of the United States is having a profound effect on K-12 and higher education.

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Frontiers in Science Lectures

Science.gov Websites

Los Alamos National Laboratory Search Site submit About Mission Business Newsroom Publications Los Innovation in New Mexico Los Alamos Collaboration for Explosives Detection (LACED) SensorNexus Exascale Computing Project (ECP) User Facilities Center for Integrated Nanotechnologies (CINT) Los Alamos Neutron

An "Environmental Issues in Agronomy" Course.

ERIC Educational Resources Information Center

Barbarick, K. A.

1992-01-01

Describes and evaluates the format and grading procedure of an Environmental Agronomy course offered at Colorado State University. Teaching methods include videotape use, field trips, and lectures addressing topics such as integrated pest management, land application of sewage sludge, pesticide degradation, and organic farming. Standard course…

Folk Tales, Fairy Tales, and History: Uses and Classification.

ERIC Educational Resources Information Center

Claremont, Francesca

1993-01-01

Compiles excerpts from two 1964 lectures that examine the use of folk and fairy tales for the teaching of prehistory, geography, and grammar. Provides a starting point for thinking about the power of literature as an integrating medium in the Montessori elementary classroom. (HTH)

2014 Section on Pediatrics Knowledge translation Lecture: Clinicians and researchers on the same path toward facilitating family goals for mobility & participation

PubMed Central

Damiano, Diane L.; Leonard, Rebecca

2015-01-01

BACKGROUND The Knowledge Translation (KT) Lecture at CSM 2014 was a personal perspective from a researcher who had been a therapist and a longtime clinician, now a Ph.D. candidate. OBJECTIVE To better integrate research and clinical care, so KT is a seamless rather than separate process. KEY POINTS KT can be enhanced by improved receptivity to evidence, and increasing use of research designs that encourage and even require clinician involvement, from single-subject designs to large-scale pragmatic trials. Clinical practice databases and hiring therapists to provide intervention in research efforts also serve to integrate research and clinical care. Limitations of applying mean group research results to an individual patient were also discussed and suggest an important unanswered topic for future research. CONCLUSION We all need to assume responsibility for the researcher-clinician partnership, making our jobs more joyful and fulfilling, and hopefully the biggest beneficiaries will be our current and future patients. PMID:25822350

A New Curriculum for Physics Graduate Students

NASA Astrophysics Data System (ADS)

Griesshammer, Harald W.

2012-03-01

Effective Fall 2008, GW Physics implemented a new graduate curriculum, addressing nation-wide problems: (1) wide gap between 50-year-old curricula and the proficiencies expected to start research; (2) high attrition rates and long times to degree; (3) limited resources in small departments to cover all topics deemed essential. The new curriculum: (1) extends each course to 4 hours weekly for better in-depth coverage and cautious additions; (2) decreases the number of core-courses per semester to 2, with less ``parallel-processing'' of only loosely correlated lectures; (3) increases synergies by stricter logical ordering and synchronisation of courses; (4) frees faculty to regularly offer advanced courses; (5) integrates examples tied to ongoing research in our department; (6) integrates computational methods into core-lectures; (7) encourages focusing on concepts and ``meta-cognitive skills'' in studio-like settings. The new curriculum and qualifying exam, its rationale and assessment criteria will be discussed. This concept is tailored to the needs of small departments with only a few research fields and a close student-teacher relationship.

2014 section on pediatrics knowledge translation lecture: clinicians and researchers on the same path toward facilitating family goals for mobility and participation.

PubMed

Damiano, Diane L; Leonard, Rebecca

2015-01-01

The knowledge translation (KT) lecture at the Combined Sections Meeting 2014 was a personal perspective from a researcher who had been a therapist and a longtime clinician, now a PhD candidate. To better integrate research and clinical care, KT is a seamless rather than separate process. Knowledge translation can be enhanced by improved receptivity to evidence, and increasing use of research designs that encourage and even require clinician involvement, from single-subject designs to large-scale pragmatic trials. Clinical practice databases and hiring therapists to provide intervention in research efforts also serve to integrate research and clinical care. Limitations of applying mean group research results to an individual patient were also discussed and suggest an important unanswered topic for future research. We all need to assume responsibility for the researcher-clinician partnership, making our jobs more joyful and fulfilling, and hopefully the biggest beneficiaries will be our current and future patients.

Evaluation of a course designed to teach physics to students of physiotherapy

NASA Astrophysics Data System (ADS)

Simpson, Ian A.; Singer, Kevin P.; Treagust, David; Zadnik, Marjan G.

1990-01-01

This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects and how well the integration contributed to their understanding of the physics involved in electrotherapy.

The role of video technology in on-line lectures for the deaf.

PubMed

Debevc, Matjaz; Peljhan, Ziva

2004-09-02

The purpose of this paper is to determine the effectiveness of web-based video lectures on demand for the deaf in comparison to the traditional method of teaching using a sign language interpreter. The web-based lectures presented are specifically designed for the deaf in education and in rehabilitation. Sixty-three deaf students and adults were divided into four groups. All of the groups were made up of users who shared similar knowledge in the field of computers, but with different abilities in using computers, from beginners to advanced users. All of the groups were of mixed gender. The first two groups (consisting of 23 test users) graded the usability of the user interface for web-based lecture on demand with the help of the standardized SUMI questionnaire. After that, two groups (20 students from high school and 20 adults) joined in a 45-min informational program on the history of the deaf. Both groups were then divided into two smaller subgroups of 10 participants. The first subgroup in the first part of the learning program followed a traditional teaching style with the help of a teacher and an interpreter for Slovenian sign language. Meanwhile, the second group observed a 12-min web-based video lecture on demand and still had available an additional 18 min for a more detailed observation of the video. At the end of the lecture, the teacher used the questionnaire to review the participants' understanding of the content of the lecture in both of the groups. During the entire testing period, the interpreter used Slovenian sign language. By using the SUMI questionnaire, we determined the usability of the user interface for comprehension and gathering of knowledge. We discovered that the system was usable according to the standards. The global Median results (Global Median=51) were in the range of 50. In the second part of testing, we determined the level of significance between the traditional and web-based lectures. The results were statistically evaluated using the t-tests and the ANOVA test. From the t-tests we established the hypothesis that the number of correct answers for both groups (group 1: web-based, group 2: traditional) differed. The t-test used for the age groups rejected the hypothesis that the number of correct answers for both groups differed, where group 1 was comprised of adults and group 2 was comprised of students. Additionally, the ANOVA test showed that the number of correct answers for adults using traditional lectures differed significantly from the number of correct answers for both adult and student web-based users. The ANOVA test showed no differences between any of the remaining groups. We can conclude that for deaf people it is extremely important to introduce the use of information and communications technology on all levels of education and rehabilitation. This increases their ability to learn and improves their understanding of learning materials, especially if the applications are designed specifically for their needs. Through daily exposure to a larger number of such materials, we can positively influence the literacy (reading and writing skills) of the deaf. With increased literacy, the deaf would be able to read literature, and subtitles, enabling them to receive information through written sources. Therefore, we can expect them to have a higher self-esteem, more easily integrate into society and have more opportunities for employment.

Click it: assessment of classroom response systems in physician assistant education.

PubMed

Graeff, Evelyn C; Vail, Marianne; Maldonado, Ana; Lund, Maha; Galante, Steve; Tataronis, Gary

2011-01-01

The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness.

Indian dental students' preferences regarding lecture courses.

PubMed

Parolia, Abhishek; Mohan, Mandakini; Kundabala, M; Shenoy, Ramya

2012-03-01

Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.

OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

PubMed Central

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: “OnlineTED” was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. PMID:24575156

Richard Feynman and computation

NASA Astrophysics Data System (ADS)

Hey, Tony

1999-04-01

The enormous contribution of Richard Feynman to modern physics is well known, both to teaching through his famous Feynman Lectures on Physics, and to research with his Feynman diagram approach to quantum field theory and his path integral formulation of quantum mechanics. Less well known perhaps is his long-standing interest in the physics of computation and this is the subject of this paper. Feynman lectured on computation at Caltech for most of the last decade of his life, first with John Hopfield and Carver Mead, and then with Gerry Sussman. The story of how these lectures came to be written up as the Feynman Lectures on Computation is briefly recounted. Feynman also discussed the fundamentals of computation with other legendary figures of the computer science and physics community such as Ed Fredkin, Rolf Landauer, Carver Mead, Marvin Minsky and John Wheeler. He was also instrumental in stimulating developments in both nanotechnology and quantum computing. During the 1980s Feynman re-visited long-standing interests both in parallel computing with Geoffrey Fox and Danny Hillis, and in reversible computation and quantum computing with Charles Bennett, Norman Margolus, Tom Toffoli and Wojciech Zurek. This paper records Feynman's links with the computational community and includes some reminiscences about his involvement with the fundamentals of computing.

A novel patchwork model used in lecture and laboratory to teach the three-dimensional organization of mesenteries.

PubMed

Noël, Geoffroy P J C

2013-01-01

Anatomy teaching is seeing a decline in both lecture and laboratory hours across many medical schools in North America. New strategies are therefore needed to not only make anatomy teaching more clinically integrated, but also to implement new interactive teaching techniques to help students more efficiently grasp the complex organization of the human body. Among the difficult anatomical concepts that students struggle to understand, the anatomy of the peritoneal cavity with its complex projections of peritoneum could benefit strongly from new learning aids. In this report, an innovative teaching tool is presented to engage students during both lecture and laboratory, and help them build three-dimensional (3D) mental maps of peritoneal cavity. The model consists of a patchwork of mesenteries and gut made from colored cloth stitched together onto a T-shirt to denote the origin and outflow of each peritoneum projection. As the lecturer wears the life-size model, the students can appreciate the 3D organization of the peritoneal cavity on a living body. In addition, the T-shirt model can be used in parallel with dissection to ensure a strong reinforcement of the spatial understanding of the peritoneal cavity. Copyright © 2012 American Association of Anatomists.

A Relational Frame and Artificial Neural Network Approach to Computer-Interactive Mathematics

ERIC Educational Resources Information Center

Ninness, Chris; Rumph, Robin; McCuller, Glen; Vasquez III, Eleazar; Harrison, Carol; Ford, Angela M.; Capt, Ashley; Ninness, Sharon K.; Bradfield, Anna

2005-01-01

Fifteen participants unfamiliar with mathematical operations relative to reflections and vertical and horizontal shifts were exposed to an introductory lecture regarding the fundamentals of the rectangular coordinate system and the relationship between formulas and their graphed analogues. The lecture was followed immediately by computer-assisted…

Designing a Mobile-App-Based Collaborative Learning System

ERIC Educational Resources Information Center

Cheong, Christopher; Bruno, Vince; Cheong, France

2012-01-01

An important aspect of education is to promote higher-order thinking skills to learners. However, in the lecture environment, learners are passively engaged and it is unlikely for higher-order thinking to occur. Although interventions such as "clickers" can be used to increase engagement in lectures, this does not necessarily promote…

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

A Functional Analytic Approach to Computer-Interactive Mathematics

ERIC Educational Resources Information Center

Ninness, Chris; Rumph, Robin; McCuller, Glen; Harrison, Carol; Ford, Angela M.; Ninness, Sharon K.

2005-01-01

Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer-interactive matching-to-sample procedure in which they received training on…

Evaluation of the Teaching Performance of University Lecturers: Comparison between Mexico and Spain

ERIC Educational Resources Information Center

Diaz, Matilde; Borges, Africa; Valadez, Dolores; Zambrano, Rogelio

2015-01-01

Comparative educational studies allow the study of the differences and similarities between different educational systems. This research, which consists on an educational evaluation, has studied the teaching behavior of ten university lecturers from a Spanish university--the University of La Laguna--, and seven from a Mexican…

Detroit space odessey

NASA Technical Reports Server (NTRS)

Allen, H., Jr.

1983-01-01

The symposium included personal appearances by NASA astronauts, NASA exhibits, aerospace science lecture demonstrations (Spacemobile Lectures), and talks on job opportunities in aerospace and on the benefits of the Space Program. The program was directed mainly at (public, parochial and private) student groups, each of which spent three hours at the symposium site, Wayne State University campus, to participate in the symposium activities. The symposium was open to the general public and consisted of the NASA exhibits, aerospace science lecture demonstrations, films, talks on the benefits of the space program, and a special tasting demonstration of ""space food'' meal systems.

"How to Strike the Right Balance between Quality Assurance and Quality Control in the Perceptions of Individual Lecturers": A Comparison of UK and Dutch Higher Education Institutions

ERIC Educational Resources Information Center

Teelken, Christine; Lomas, Laurie

2009-01-01

This paper focuses on the way lecturers observe, feel restrained by and cope with quality management systems that have been implemented in the higher education systems of the United Kingdom and the Netherlands. As two sides of the same coin, quality enhancement and quality control are of increased significance in European Higher Education…

Technical Leadership Development Program - Year 2

DTIC Science & Technology

2012-02-01

Why Projects Fail Pennotti Wed 2:45-3:00 Break Wed 3:00-4:30 Project: AR2D2: RFP Robinson UNCLASSIFIED Contract Number: H98230-08-D-0171 DO 02...Project: AR2D2 RFP 12. Customer Expectation-1: Lecture: Why Systems Fail 13. Customer Expectation-2: Case Study: Process Automation 14...01 February 2012 UNCLASSIFIED 65 Syllabus Segment 12: Why Systems Fail (Lecture) Time: 1.5 hours Responsible: Mike Pennotti Support

Integrated fundamental research on current collection

NASA Astrophysics Data System (ADS)

Kuhlmann-Wilsdorf, Doris

1992-10-01

The aim of our research has been to add to basic understanding in the area of current collection with particular emphasis on topics likely to benefit practical objectives. Under sponsorship of this contract twenty three papers were published in the international literature as listed in the last section. Additionally, thirteen invited lectures and eleven contributed lectures on various aspects of this research were delivered at Universities, Research Laboratories and International Conferences by the Principal Investigator and co-workers. Last not least, development of a novel metal fiber material for sliding electrical contacts has been continued with much success. This is expected to become very useful for making metal fiber brushes for homopolar motors/generators as well as for EML armatures.

The effect of a simple educational intervention on interest in early abortion training among family medicine residents.

PubMed

Wu, Justine P; Bennett, Ian; Levine, Jeffrey P; Aguirre, Abigail Calkins; Bellamy, Scarlett; Fleischman, Joan

2006-06-01

We aimed to assess the effect of an educational intervention on the interest in and support for abortion training among family medicine residents. We conducted a cross-sectional survey before and after an educational lecture on medical and surgical abortion in primary care among 89 residents in 10 New Jersey family medicine programs. Before the lecture, there was more interest in medical abortion training than surgical abortion. Resident interest in surgical abortion and overall support for abortion training increased after the educational intervention (p<.01). Efforts to develop educational programs on early abortion care may facilitate the integration of abortion training in family medicine.

The Tools of Quality in Electronic Engineering Education.

ERIC Educational Resources Information Center

Medrano, C. T.; Ube, M.; Plaza, I.; Blesa, A.

2002-01-01

Explores the integration of three factors in the lecture room that influence the function between students and society. Describes the innovation of quality in education that provides students with a work methodology in agreement with the professional world and allows continuous improvement in educational methodology. (Author/KHR)

Teaching Marketing Strategy: Using Resource-Advantage Theory as an Integrative Theoretical Foundation

ERIC Educational Resources Information Center

Hunt, Shelby D.; Madhavaram, Sreedhar

2006-01-01

Knowledge of marketing strategy is essential for marketing majors. To supplement and/or replace the traditional lecture-discussion approach, several pedagogical vehicles have been recommended to teach marketing strategy, including the analytic hierarchy process; career-planning cases; computer-assisted, simulated marketing cases; experiential…

Connecting Students and Microbiology through the Lived Experience

ERIC Educational Resources Information Center

Onorato, Thomas M.

2014-01-01

A disconnect exists between students and biology that is often propagated by information-dense lectures that provide little opportunity for integrative learning and reflection. The author's professional development activities have allowed him to build upon his pedagogical creativity and develop a structured reflective ePortfolio-based microbiology…

Creating a virtual community of learning predicated on medical student learning styles.

PubMed

McGowan, Julie; Abrams, Matthew; Frank, Mark; Bangert, Michael

2003-01-01

To create a virtual community of learning within the Indiana University School of Medicine, learning tools were developed within ANGEL to meet the learning needs and habits of the medical students. Determined by student feedback, the integration of digital audio recordings of class lectures into the course management content with several possible outputs was paramount. The other components included electronic enhancement of old exams and providing case-based tutorials within the ANGEL framework. Students are using the curriculum management system more. Faculty feel more secure about their intellectual property because of the authentication and security offered through the ANGEL system. The technology applications were comparatively easy to create and manage. The return on investment, particularly for the digital audio recording component, has been substantial. By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment.

Moving HAIRS: Towards adaptive, homeostatic materials

NASA Astrophysics Data System (ADS)

Aizenberg, Joanna

Dynamic structures that respond reversibly to changes in their environment are central to self-regulating thermal and lighting systems, targeted drug delivery, sensors, and self-propelled locomotion. Since an adaptive change requires energy input, an ideal strategy would be to design materials that harvest energy directly from the environment and use it to drive an appropriate response. This lecture will present the design of a novel class of reconfigurable materials that use surfaces bearing arrays of nanostructures put in motion by environment-responsive gels. Their unique hybrid architecture, and chemical and mechanical properties can be optimized to confer a wide range of adaptive behaviors. Using both experimental and modeling approaches, we are developing these hydrogel-actuated integrated responsive systems (HAIRS) as new materials with reversible optical and wetting properties, as a multifunctional platform for controlling cell differentiation and function, and as a first homeostatic system with autonomous self-regulation.

4th Annual Pharmacogenomics and Medicine Lectures.

PubMed

Oestreicher, P

2001-08-01

In the future, pharmacogenomics will play an important role in the treatment of patients by making it possible to predict drug response based on an individual's genetic make-up. Similarly, pharmacogenomics may be used to reduce the probability that adverse effects will occur. The use of a patient's genetic information will lead to greater predictability in clinical outcomes and personalisation of medical care. Pharmacogenomic information can also aid in drug development by helping to select individuals that are likely to respond to a medication for participation in clinical trials. Integration of pharmacogenomics into the healthcare system has a number of potential economic benefits, including reduced costs of healthcare and drug discovery. The FDA has no specific plans to regulate therapy-guiding pharmacogenomic tests, which are different from diagnostic genetic tests. There are a number of ethical issues related to pharmacogenomics, including the credibility of the system for protecting the rights and welfare of human research subjects, general concerns about genetic research, privacy issues and equitable distribution of the technology. To ensure integration of pharmacogenomics into the healthcare system it will be important to obtain public support through education about the benefits and risks of this technology.

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

NASA Astrophysics Data System (ADS)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in introductory chemistry lecture course. It was also found that the higher the given ACT score (composite, science, mathematics), the higher the rate of success (between a 1.19-1.44 odds increase for every one point increase in ACT score) in both introductory biology and introductory chemistry lecture courses.

[Lübeck University Model for Physiotherapy].

PubMed

Bretin, Annette; Großmann, Kirsten; Schulz, ArndtPeter

2018-02-19

The aim of this paper is to describe the development of an innovative bachelor's degree program for physiotherapy directly affiliated with the medical department, which is a unique approach to making physiotherapy an academic course in Germany. The previous system for qualifying as a physiotherapist was amended by the adaption of qualification objectives resulting in a model that links scientific and vocational knowledge from the beginning of the study. Several lectures support interprofessionality. The vocational training is fully integrated into the curriculum. The exemplary concept is monitored by an extensive quality management program. The approach meets general recommendations of experts and can serve as a model for other universities. © Georg Thieme Verlag KG Stuttgart · New York.

Modern Application of Liddell Hart’s Doctrine on Infantry Tactics.

DTIC Science & Technology

1983-06-03

new system is that the platoon should be the basis of all infantry training." The reason for this statement soon becomes clear as he describes all...lecture was titled, "Man-in-the-Dark" Theory of Infantry Tactics and the "Expanding Torrent" System of Attack. These theories will be explained in the...was pub- lished. This book elaborates the lecture and also has an appendix on, "A system for teaching the elements of tactics for a platoon". The book

Socratic dialogs and clicker use in an upper-division mechanics course

NASA Astrophysics Data System (ADS)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

Revised Bloom's taxonomy and integral calculus: unpacking the knowledge dimension

NASA Astrophysics Data System (ADS)

Radmehr, Farzad; Drake, Michael

2017-11-01

In this paper, the knowledge dimension for Revised Bloom's taxonomy (RBT) is unpacked for integral calculus. As part of this work, the 11 subtypes of the knowledge dimension are introduced, and through document analysis of chapter 4 of the RBT handbook, these subtypes are defined. Then, by consulting materials frequently used for teaching integral calculus, each subtype is exemplified. The developed dimension may enable or enhance opportunities for dialogue between lecturers, teachers, and researchers about how to develop and align educational objectives, teaching activities, and assessments in integral calculus, or how metacognition and metacognitive knowledge could be used to support teaching and learning.

"Pretty Lights" and Maths! Increasing Student Engagement and Enhancing Learning through the Use of Electronic Voting Systems

ERIC Educational Resources Information Center

King, Samuel O.; Robinson, Carol L.

2009-01-01

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have…

The Impact of an Automated Learning Component against a Traditional Lecturing Environment

ERIC Educational Resources Information Center

Maycock, Keith W.; Keating, J. G.

2017-01-01

This experimental study investigates the effect on the examination performance of a cohort of first-year undergraduate learners undertaking a Unified Modelling Language (UML) course using an adaptive learning system against a control group of learners undertaking the same UML course through a traditional lecturing environment. The adaptive…

Content-Based Indexing and Teaching Focus Mining for Lecture Videos

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih

2010-01-01

Purpose: The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment. Design/methodology/approach: By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying…

Microprocessor Design Using Hardware Description Language

ERIC Educational Resources Information Center

Mita, Rosario; Palumbo, Gaetano

2008-01-01

The following paper has been conceived to deal with the contents of some lectures aimed at enhancing courses on digital electronic, microelectronic or VLSI systems. Those lectures show how to use a hardware description language (HDL), such as the VHDL, to specify, design and verify a custom microprocessor. The general goal of this work is to teach…

Syrians' Acceptance of Digital Lectures: A Case Study

ERIC Educational Resources Information Center

Ramadan, Reem

2016-01-01

Technology-based learning modules are mostly challenged by their acceptance. A single-case study and mixed research method are used to explore a unique situation of applying digital lectures at the postgraduate Programmes at the Faculty of Tourism at Damascus University as a solution for brain drain in the Syrian higher education system. Results…

ManiacDec2015_720p

NASA Image and Video Library

2015-12-02

David Miller Maniac Lecture, December 2, 2015 NASA Chief Technologist David Miller presented a Maniac lecture entitled "Defying Gravity and Overcoming Inertia: a Systems Perspective." Dave shared his journey from MIT to the Air Force to NASA, from teaching to research to service, defying gravity, and overcoming inertia to do so, which has been his lifelong goal.

Solar Sailing

NASA Technical Reports Server (NTRS)

Johnson, Les

2009-01-01

Solar sailing is a topic of growing technical and popular interest. Solar sail propulsion will make space exploration more affordable and offer access to destinations within (and beyond) the solar system that are currently beyond our technical reach. The lecture will describe solar sails, how they work, and what they will be used for in the exploration of space. It will include a discussion of current plans for solar sails and how advanced technology, such as nanotechnology, might enhance their performance. Much has been accomplished recently to make solar sail technology very close to becoming an engineering reality and it will soon be used by the world s space agencies in the exploration of the solar system and beyond. The first part of the lecture will summarize state-of-the-art space propulsion systems and technologies. Though these other technologies are the key to any deep space exploration by humans, robots, or both, solar-sail propulsion will make space exploration more affordable and offer access to distant and difficult destinations. The second part of the lecture will describe the fundamentals of space solar sail propulsion and will describe the near-, mid- and far-term missions that might use solar sails as a propulsion system. The third part of the lecture will describe solar sail technology and the construction of current and future sailcraft, including the work of both government and private space organizations.

Amount and distribution of study in a personalized instruction course and in a lecture course1

PubMed Central

Born, David G.; Davis, Michael L.

1974-01-01

The rapid proliferation of courses based on Keller's Personalized System of Instruction (PSI) calls for a prompt evaluation of the relative costs involved in PSI and more traditional forms of college instruction. To determine the cost in student time required by a course taught with PSI relative to lecture, students did their studying in a special Study Center where course materials could be used but not removed. Students in the PSI section spent an average of about 50% more time in the Study Center (46 hr) than did students in the lecture section (30 hr), but that difference was made up by the lecture students spending an average of 20 hr attending lectures. Thus, total preparation time was about the same. PSI students scored slightly higher on common course exams, and while college entrance exam scores correlated highly with course exam scores, Study Center time was reliably related to course exam score only for PSI students. An analysis of the study records of individual students revealed that PSI produced fairly regular patterns of study by all students, while lecture students varied greatly in their patterns. PMID:16795469

Self-Monitoring and Knowledge-Building in Learning by Teaching

ERIC Educational Resources Information Center

Roscoe, Rod D.

2014-01-01

Prior research has established that learning by teaching depends upon peer tutors' engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a "knowledge-telling bias" defined by shallow summarizing of source materials and didactic lectures.…

An Examination of Student Outcomes in Studio Chemistry

ERIC Educational Resources Information Center

Kiste, Alan L.; Scott, Gregory E.; Bukenberger, Jesse; Markmann, Miles; Moore, Jennifer

2017-01-01

Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to…

Invited OSU class lecture: An integrated eco-hydrologic modeling framework for assessing the effects of interacting stressors on multiple ecosystem services

EPA Science Inventory

The U.S. Environmental Protection Agency recently established the Ecosystem Services Research Program to help formulate methods and models for conducting comprehensive risk assessments that quantify how multiple ecosystem services interact and respond in concert to environmental ...

Overcoming Learning Time and Space Constraints through Technological Tool

ERIC Educational Resources Information Center

Zarei, Nafiseh; Hussin, Supyan; Rashid, Taufik

2015-01-01

Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigates how the Learning Management Blog (LMB) overcomes…

49 CFR 244.13 - Subjects to be addressed in a Safety Integration Plan involving an amalgamation of operations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... shall identify classroom and field courses, lectures, tests, and other educational or instructional forums designed to ensure the proficiency, qualification, and familiarity with the operating rules and... shall identify the post-accident toxicological testing, reasonable cause testing, and random alcohol and...

Sustainability in the Education of Industrial Designers: The Case for Australia

ERIC Educational Resources Information Center

Ramirez, Mariano

2006-01-01

Purpose: The paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities. Design/methodology/approach: Industrial design lecturers and program heads were invited to participate in a web-based survey on their university's industrial…

Putting the Laboratory at the Center of Teaching Chemistry

ERIC Educational Resources Information Center

Bopegedera, A. M. R. P.

2011-01-01

This article describes an effective approach to teaching chemistry by bringing the laboratory to the center of teaching, to bring the excitement of discovery to the learning process. The lectures and laboratories are closely integrated to provide a holistic learning experience. The laboratories progress from verification to open-inquiry and…

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Redesign of a Life Span Development Course Using Fink's Taxonomy

ERIC Educational Resources Information Center

Fallahi, Carolyn R.

2008-01-01

This study compared a traditional lecture-based life span development course to the same course redesigned using Fink's (2003) taxonomy of significant learning. The goals, activities, and feedback within the course corresponded to Fink's 6 taxa (knowledge, application, integration, human dimension, caring, learning how to learn). Undergraduates in…

49 CFR 244.13 - Subjects to be addressed in a Safety Integration Plan involving an amalgamation of operations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... shall identify classroom and field courses, lectures, tests, and other educational or instructional... shall identify the post-accident toxicological testing, reasonable cause testing, and random alcohol and... and maintenance, and any planned amendments or modifications to capital improvement and research and...

49 CFR 244.13 - Subjects to be addressed in a Safety Integration Plan involving an amalgamation of operations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... shall identify classroom and field courses, lectures, tests, and other educational or instructional... shall identify the post-accident toxicological testing, reasonable cause testing, and random alcohol and... and maintenance, and any planned amendments or modifications to capital improvement and research and...

49 CFR 244.13 - Subjects to be addressed in a Safety Integration Plan involving an amalgamation of operations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... shall identify classroom and field courses, lectures, tests, and other educational or instructional... shall identify the post-accident toxicological testing, reasonable cause testing, and random alcohol and... and maintenance, and any planned amendments or modifications to capital improvement and research and...

49 CFR 244.13 - Subjects to be addressed in a Safety Integration Plan involving an amalgamation of operations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... shall identify classroom and field courses, lectures, tests, and other educational or instructional... shall identify the post-accident toxicological testing, reasonable cause testing, and random alcohol and... and maintenance, and any planned amendments or modifications to capital improvement and research and...

Classrooms for the Millennials: An Approach for the Next Generation

ERIC Educational Resources Information Center

Gerber, Lindsey N.; Ward, Debra D.

2016-01-01

The purpose of this paper is to introduce educators to three types of applets that are compatible with smartphones, tablets, and desktop computers: screencasting applets, graphing calculator applets, and student response applets. The applets discussed can be seamlessly and effectively integrated into classrooms to help facilitate lectures, collect…

The Decolonial Turn Revisited

ERIC Educational Resources Information Center

Cordeiro-Rodrigues, Luis

2017-01-01

In a recent article in this journal, Vorster and Quinn offered a set of recommendations on how academic staff developers can advise university lecturers on decolonising their curricula and methods. Their main advice was to integrate more African cultural elements into their teaching. However, Vorster and Quinn's advice is rather general. In this…

Applications of Generative Learning for the Survey of International Economics Course

ERIC Educational Resources Information Center

Sharp, David C.; Knowlton, Dave S.; Weiss, Renee E.

2005-01-01

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The…

Pedagogical Applications of Smartphone Integration in Teaching - Lecturers', Students' & Pupils' Perspectives

ERIC Educational Resources Information Center

Seifert, Tami

2014-01-01

As the disparity between educational standards and reality outside educational institutions is increasing, alternative learning infrastructure such as mobile technologies are becoming more common, and are challenging long held, traditional modes of teaching. Educators' attitudes toward wireless devices are mixed. Wireless devices are perceived by…

Literature and Grammar.

ERIC Educational Resources Information Center

Claremont, Francesca

1993-01-01

This reprint of a lecture published in 1976 examines the uses of history and literary stories for instructing children in grammar, creative dramatics, natural history, and prehistory, as well as literary analysis. Provides a starting point for thinking about the power of literature as an integrating medium in the Montessori elementary classroom.…

Integration of Histology Lectures and Practical Teaching in China

ERIC Educational Resources Information Center

Lu, Xiaoye; Cheng, Xin; Li, Ke; Lee, Kenneth Ka Ho; Yang, Xuesong

2016-01-01

Objectives: Human histology is a discipline concerning the study of microscopic structures of human tissues and organs--with the aid of light or electron microscopes. Traditional teaching of histology is composed of two separated components, theory and practice. The main disadvantage with traditional histology teaching is the detachment of theory…

Progress in lattice gauge theory

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

Creutz, M.

1983-01-01

These lectures first provide an overview of the current status of lattice gauge theory calculations. They then review some technical points on group integration, gauge fixing, and order parameters. Various Monte Carlo algorithms are discussed. Finally, alternatives to the Wilson action are considered in the context of universality for the continuum limit. 41 references.

Teacher Education: Linking Theory to Practice through Digital Technology

ERIC Educational Resources Information Center

Wursta, Melanie; Brown-DuPaul, Judy; Segatti, Laura

2004-01-01

Teacher education faculty need to bridge college course knowledge to actual practices in early childhood classrooms. Historically, faculty have lectured about best practices and then students have attempted to integrate these concepts into their own teaching with children. This article highlights one community college's use of digital photography…

Controlled Trial Using Computerized Feedback to Improve Physicians' Diagnostic Judgments.

ERIC Educational Resources Information Center

Poses, Roy M.; And Others

1992-01-01

A study involving 14 experienced physicians investigated the effectiveness of a computer program (providing statistical feedback to teach a clinical diagnostic rule that predicts the probability of streptococcal pharyngitis), in conjunction with traditional lecture and periodic disease-prevalence reports. Results suggest the integrated method is a…

Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.

PubMed

Eisenbarth, Sophie; Tilling, Thomas; Lueerss, Eva; Meyer, Jelka; Sehner, Susanne; Guse, Andreas H; Guse Nee Kurré, Jennifer

2016-04-29

Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.

A novel Internet-based blended learning programme providing core competency in clinical research.

PubMed

Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

2013-04-01

We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

Students' network integration vs. persistence in introductory physics courses

NASA Astrophysics Data System (ADS)

Zwolak, Justyna; Brewe, Eric

2017-01-01

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In order to improve student learning, among other things, the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards more interactive, engagement-based strategies. A current, major challenge for universities is to increase student retention. While students' academic and social integration into an institution seems to be vital for student retention, research on the effect of interpersonal interactions is rare. I use of network analysis to investigate academic and social experiences of students in and beyond the classroom. In particular, there is a compelling case that transformed physics classes, such as Modeling Instruction (MI), promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results on pattern development in networks of MI students' interactions throughout the semester, as well as the effect of students' position within the network on their persistence in physics.

Using forum-based competitions to improve sustainability and motivation in higher education GNSS learning - Chances and risks

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

The learning strategies of students seem often to be economically adapted to framework requirements in order to achieve best possible examination performances, especially. For this reason, teachers often detect surface level learning characteristics (e.g., accepting facts uncritically, isolated fact storage, fact memorisation) within the learning concepts of students. Therefore, knowledge sustainability is often suffering. This is detectable when trying to build on knowledge of earlier lectures or lecture courses. In order to improve the sustainability of geodetic knowledge, case studies were carried out at the Geodetic Institute of the Karlsruhe Institute of Technology (Karlsruhe, Germany) within the lecture course "Introduction into GNSS positioning". The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". The lecture course is aiming for transferring basic knowledge and basic principles of Global Navigation Satellite Systems (e.g., GPS). During the winter semesters 2010/11 and 2011/12 ten resp. 15 students visited this compulsory attendance lecture course. In addition to classroom lectures and practical training (e.g., field exercises), a forum-based competition was included and tested using the forum feature of the learning management system ILIAS. According to the Bologna Declaration, a special focus of the innovative competition concept is on competence-related learning. The developed eLearning-related competition concept supports and motivates the students to learn more sustainable. In addition, the students have to be creative and have to deal with GNSS factual knowledge in order to win the competition. Within the presentation, the didactical concept of the enriched blended learning lecture course and the competition-based case study are discussed. The rules of the competition are presented in detail. During the semesters, the motivation and the amount of effort (e.g., time requirement of learning and teaching) were examined regularly. These parameters are going to be discussed as well. Based on the gained experiences, the forum-based sustainability competition has proofed to be an effective tool, which can contribute significantly to an increased sustainability of students' learning. In addition, the developed forum-based competition concept can be easily transferred to other lecture courses, especially focusing on factual knowledge.

Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.

Resident and attending physician attitudes regarding an audience response system.

PubMed

Kung, Justin W; Slanetz, Priscilla J; Chen, Po-Hao; Lee, Karen S; Donohoe, Kevin; Eisenberg, Ronald L

2012-11-01

Audience response system (ARS) technology is increasingly being incorporated into radiology education. The aim of this study was to gauge resident and attending physician attitudes regarding the use of an ARS in resident conferences. An anonymous survey was sent to 38 residents and 57 attending physicians to gauge their attitudes regarding the use of an ARS in resident lectures using a 5-point, Likert-type scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree). A total of 30 of 38 residents (78.9%) and 26 of 57 attending radiologists (45.6%) responded. Residents viewed the incorporation of an ARS into lectures positively, replying that they learned better from lectures incorporating an ARS (mean, 4.03; 95% confidence interval [CI], 3.74-4.32), felt more comfortable answering questions using it (mean, 4.53; 95% CI, 4.25-4.81), and were more likely to attend a lecture that incorporated its use (mean, 3.70; 95% CI, 3.37-4.03). The use of an ARS by attending physicians was limited (9 of 26 [34.6%]), with respondents citing a lack of adequate training. Those attending physicians who used it viewed the system positively, stating that residents were more engaged when they used an ARS (mean, 4.33; 95% CI, 3.87-4.79). An ARS somewhat helped the faculty members gauge resident understanding of the lecture material (mean, 3.67; 95% CI, 2.95-4.40) and prepare future lectures (mean, 3.33; 95% CI 2.68-3.98). Both residents and attending physicians favorably view audience response technology as a means to enhance education in didactic and case-based settings. Increased training on how to incorporate its use into teaching may drive additional utilization. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

The road not taken.

PubMed

Messerle, J

2001-01-01

The annual Janet Doe Lecture was established in 1966 to honor Janet Doe, emerita librarian of the New York Academy of Medicine. The lecture focuses on either the history or philosophy of health sciences librarianship. This lecture addresses three fundamental values of the field, highlighting basic beliefs of the profession that are at risk: privacy, intellectual property rights, and access to quality information. It calls upon readers to make the everyday choices required to keep the value system of health sciences librarianship in place. Robert Frost's poignant poem "The Road Not Taken" provides the metaphor for examining choices in an information economy.

A New MOOC on Natural Disasters

NASA Astrophysics Data System (ADS)

Stix, J.; Gyakum, J. R.; Caissy, K.; Guadagno, A.; Roop, F.; Vungoc, P. A.; Walker, C.

2014-12-01

During the summer of 2014 we taught a MOOC course on natural disasters under the auspices of McGillX and edX. The course was principally designed to provide students with an introduction to the science behind naturally hazardous phenomena and natural disasters. An important guiding element of the course was to link the solid earth (volcanoes, earthquakes, landslides, and avalanches) with the oceanic and atmospheric earth (hurricanes, tornadoes, El Nino). These Earth components were also coupled by a section on climate change and global warming near the end of the course. This integrated approach demonstrated to students the highly linked nature of the Earth System. The course comprised a variety of materials with which students could engage. For each topic, the professors provided lecture materials as 5-10 minute video blocks sequenced to form a complete lecture of about 90 minutes. Typically the lectures would progress from scientific principles through case studies to mitigation. For nearly every topic we also provided a practical demonstration (e.g., supercooled water driving ice storms, liquid fragmentation driving volcanic eruptions), in order to illustrate principles in a dynamic fashion. Students also worked independently on a wide variety of exercises, and there were two non-cumulative, multiple-choice exams, as well as a case study which students would themselves research and present to their peers in the course. Finally, the professors provided weekly screenside chats to answer students' questions and to provide a more informal learning environment. This variety of approaches enhanced the course content. Two teaching assistants worked full-time during course delivery, ensuring that students received rapid feedback to their questions and issues. The initial course enrollment was approximately 10,000.

SU-E-E-01: ABR Diagnostic Radiology Core Exam: Was Our Redesigned Physics Course Successful in Teaching Physics to Radiology Residents?

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

Kanal, K; Hoff, M; Dickinson, R

Purpose: Our purpose is to evaluate the effectiveness of our two year physics course in preparing radiology residents for the American Board of Radiology (ABR) diagnostic radiology exam. Methods: We designed a new two-year physics course that integrates radiology clinical content and practice and is primarily based on the AAPM curriculum and RSNA/AAPM physics modules. Biweekly classes focus on relevant concepts from assigned reading and use audience response systems to encourage participation. Teaching efficiency is optimized through lecturer rotations of physicists, radiologists, and guest speakers. An emphasis is placed on clinical relevance by requiring lab work and providing equipment demonstrations.more » Periodic quiz were given during the course. The course website was also redesigned for usability, and physics review lectures were conducted two weeks before the board exam to refresh key concepts. At the completion of our first two-year course, we conducted a confidential evaluation of the faculty and course. The evaluation assessed metrics such as overall organization, clinical relevance of content, and level of difficulty, with a rating scale from poor to excellent. Results: Our evaluation indicated that the redesigned course provided effective board exam preparation, with most responses between good and excellent. There was some criticism on the course length and on chronological discontinuity, but the review lectures were appreciated by the residents. All of our residents passed the physics component of the ABR exam with scores exceeding the minimum passing score by a significant margin. Conclusion: The course evaluation and board exam results indicate that our new two-year course format provides valuable board exam preparation. This is possible thanks to the time and effort taken by the physics faculty on ensuring the residents get quality physics education.« less

Emotional Intelligence and Job Satisfaction among Lecturers of Universities in Kano State: Empirical Evidence

ERIC Educational Resources Information Center

Kassim, Sulaiman Ibrahim; Bambale, Abdu Jafaru; Jakada, Balarabe A.

2016-01-01

Emotional intelligence and job satisfaction are two concepts of high interest in modern work environment. They serve as a competitive edge in personal and organizational life. The educational system or lecturing profession is one of those within which the individuals could reap great advantage from the knowledge of emotional intelligence owing to…

Tested Demonstrations: Buffer Capacity of Various Acetic Acid-Sodium Acetate Systems: A Lecture Experiment.

ERIC Educational Resources Information Center

Donahue, Craig J.; Panek, Mary G.

1985-01-01

Background information and procedures are provided for a lecture experiment which uses indicators to illustrate the concept of differing buffer capacities by titrating acetic acid/sodium acetate buffers with 1.0 molar hydrochloric acid and 1.0 molar sodium hydroxide. A table with data used to plot the titration curve is included. (JN)

Exploring Commitment to Teaching through Personalized Delivery Systems in an Introductory Education Course.

ERIC Educational Resources Information Center

Bowman, David L.; Weisse, Edward B.

Two instructional models offer alternatives to the traditional lecture-discussion of undergraduate teacher aspirants. A self-paced model is composed of videotaped lectures, a learning package, and the use of both student proctors and instructor contact. Each student must develop his/her own time to be allotted structure for the course. An…

Integrated fundamental research on current collection

NASA Astrophysics Data System (ADS)

Kuhlmann-Wilsdorf, Doris; Tran, Leo

1993-06-01

The aim of our research was to add to the basic understanding in the area of current collection with particular emphasis on topics likely to benefit practical objectives. Under sponsorship of this contract, 23 papers were published in the international literature. Additionally, 13 invited lectures and 11 contributed lectures on various aspects of this research were delivered at universities, research laboratories, and international conferences by the principal investigator and co-workers. The development of a novel metal fiber material for sliding electrical contacts was continued with much success. This is expected to become very useful for making metal fiber brushed for homopolar motors/generators, as well as for EML armatures. Included in this report are title pages (and abstracts) for the 23 published papers.

The NASA Space Life Sciences Training Program - Preparing the way

NASA Technical Reports Server (NTRS)

Biro, Ronald; Munsey, Bill; Long, Irene

1990-01-01

Attention is given to the goals and methods adopted in the NASA Space Life Sciences Training Program (SLSTP) for preparing scientists and engineers for space-related life-sciences research and operations. The SLSTP is based on six weeks of projects and lectures which give an overview of payload processing and experiment flow in the space environment. The topics addressed in the course of the program include descriptions of space vehicles, support hardware, equipment, and research directions. Specific lecture topics include the gravity responses of plants, mission integration of a flight experiment, and the cardiovascular deconditioning. The SLSTP is shown to be an important part of the process of recruiting and training qualified scientists and engineers to support space activities.

A Module on Death and Dying to Develop Empathy in Student Pharmacists

PubMed Central

Olin, Jacqueline L.; Thornton, Phillip L.; Dolder, Christian R.; Hanrahan, Conor

2011-01-01

Objective To implement an integrated module on death and dying into a 15-week bioethics course and determine whether it increased student pharmacists’ empathy. Design Students participated in a 5-week death and dying module that included presentation of the film Wit, an interactive lecture on hospice, and a lecture on the ethics of pain management. Assessment Fifty-six students completed the 30-item Balanced Emotional Empathy Scale (BEES) before and after completing the module and wrote a reflective essay. Students demonstrated an appreciation of patient-specific values in their essay. Quantitative data collected via BEES scores demonstrated significant improvement in measured empathy. Conclusion A 5-week instructional model on death and dying significantly increased student empathy. PMID:21769147

EDITORIAL: Lectures from the European RTN Winter School on Strings, Supergravity and Gauge Theories, CERN, 21 25 January 2008

NASA Astrophysics Data System (ADS)

Derendinger, J.-P.; Orlando, D.; Uranga, A.

2008-11-01

This special issue is devoted to the proceedings of the conference 'RTN Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland, on the 21 25 January 2008. This event was organized in the framework of the European Mobility Research and Training Network entitled 'Constituents, Fundamental Forces and Symmetries of the Universe'. It is part of a yearly series of scientific schools, which represents what is by now a well established tradition. The previous ones have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006. The next one will again take place at CERN, in February 2009. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, whose notes are published in the present proceedings, and five working group discussion sessions, focused on specific topics of the network research program. It was attended by approximatively 250 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. One of the most active areas in string theory in recent years is the AdS/CFT or gauge/gravity correspondence, which proposes the complete equivalence of string theory on (asymptotically) anti-de Sitter spacetimes with gauge theories. The duality relates the weak coupling regime of one system to the strongly coupled regime of the other, and is therefore very non-trivial to test beyond the supersymmetry-protected BPS sector. One of the key ideas to quantitatively match several quantities on both sides is the use of integrability, both in the gauge theory and the string side. The lecture notes by Nick Dorey provide a pedagogical introduction to the fascinating topic of integrability in AdS/CFT. On the string theory side, progress has been limited by the difficulties of quantizing the worldsheet theory in the presence of RR backgrounds. There is increasing hope that these difficulties can be overcome, using the pure spinor formulation of string theory. The lectures by Yaron Oz overview the present status of this proposal. The gauge/gravity correspondence is already leading to important insights into questions of quantum gravity, like the entropy of black holes and its interpretation in terms of microstates. These questions can be addressed in string theory, for certain classes of supersymmetric black holes. The lectures by Vijay Balasubramanian, Jan de Boer, Sheer El-Showk and Ilies Messamah review recent progress in this direction. Throughout the years, formal developments in string theory have systematically led to improved understanding on how it may relate to nature. In this respect, the lectures by Henning Samtleben describe how the formal developments on gauged supergravities can be used to describe compactification vacua in string theory, and their implications for moduli stabilization and supersymmetry breaking. Indeed, softly broken supersymmetry is one of the leading proposals to describe particle physics at the TeV energy range, as described in the lectures by Gian Giudice (not covered in this issue). This connection with TeV scale physics is most appropriate and timely, given that this energy range will shortly become experimentally accessible in the LHC at CERN. The conference was financially supported by the European Commission under contract MRTN-CT-2004-005104 and by CERN. It was jointly organized by the Physics Institute of the University of Neuchâtel and the Theory Unit of the Physics Division of CERN. It is a great pleasure for us to warmly thank the Theory Unit of CERN for its very kind hospitality and for the high quality of the assistance and the infrastructure that it has provided. We also acknowledge helpful administrative assistance from the Physics Institute of the University of Neuchâtel. Special thanks also go to Denis Frank, for his very valuable help in preparing the conference web pages. Group photo

Web-based versus traditional lecture: are they equally effective as a flexible bronchoscopy teaching method?

PubMed

Mata, Caio Augusto Sterse; Ota, Luiz Hirotoshi; Suzuki, Iunis; Telles, Adriana; Miotto, Andre; Leão, Luiz Eduardo Vilaça

2012-01-01

This study compares the traditional live lecture to a web-based approach in the teaching of bronchoscopy and evaluates the positive and negative aspects of both methods. We developed a web-based bronchoscopy curriculum, which integrates texts, images and animations. It was applied to first-year interns, who were later administered a multiple-choice test. Another group of eight first-year interns received the traditional teaching method and the same test. The two groups were compared using the Student's t-test. The mean scores (± SD) of students who used the website were 14.63 ± 1.41 (range 13-17). The test scores of the other group had the same range, with a mean score of 14.75 ± 1. The Student's t-test showed no difference between the test results. The common positive point noted was the presence of multimedia content. The web group cited as positive the ability to review the pages, and the other one the role of the teacher. Web-based bronchoscopy education showed results similar to the traditional live lecture in effectiveness.

Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

PubMed Central

Faulk, Clinton E.; Harrell, Kelly M.; Lawson, Luan E.; Moore, Daniel P.

2016-01-01

Background. A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students' knowledge of PM&R; however the students' overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective. To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting. Academic Medical Center. Participants. 73 fourth-year medical students. Methods. The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements. Student evaluations of the clerkship. Results. Statistically significant improvements were found in the students' evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills (p ≤ 0.05). Conclusions. This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content. PMID:28025624

Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship.

PubMed

Norbury, John W; Faulk, Clinton E; Harrell, Kelly M; Lawson, Luan E; Moore, Daniel P

2016-01-01

Background . A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students' knowledge of PM&R; however the students' overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective . To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting . Academic Medical Center. Participants . 73 fourth-year medical students. Methods . The curriculum changes included a shift in the required readings from rehabilitation specific topics toward more general content in the areas of clinical neurology and musculoskeletal care. Hands-on workshops on neurological and musculoskeletal physical examination techniques, small group case-based learning, an anatomy clinical correlation lecture, and a lecture on pain management were integrated into the curriculum. Main Outcome Measurements . Student evaluations of the clerkship. Results . Statistically significant improvements were found in the students' evaluations of usefulness of lecturers, development of patient interviewing skills, and diagnostic and patient management skills ( p ≤ 0.05). Conclusions . This study suggests that students have a greater satisfaction with a required PM&R clerkship when lecturers utilize a variety of pedagogic methods to teach basic pain, neurology and musculoskeletal care skills in the rehabilitation setting rather than rehabilitation specific content.

Integrating local research watersheds into hydrologic education: Lessons from the Dry Creek Experimental Watershed

NASA Astrophysics Data System (ADS)

McNamara, J. P.; Aishlin, P. S.; Flores, A. N.; Benner, S. G.; Marshall, H. P.; Pierce, J. L.

2014-12-01

While a proliferation of instrumented research watersheds and new data sharing technologies has transformed hydrologic research in recent decades, similar advances have not been realized in hydrologic education. Long-standing problems in hydrologic education include discontinuity of hydrologic topics from introductory to advanced courses, inconsistency of content across academic departments, and difficulties in development of laboratory and homework assignments utilizing large time series and spatial data sets. Hydrologic problems are typically not amenable to "back-of-the-chapter" examples. Local, long-term research watersheds offer solutions to these problems. Here, we describe our integration of research and monitoring programs in the Dry Creek Experimental Watershed into undergraduate and graduate hydrology programs at Boise State University. We developed a suite of watershed-based exercises into courses and curriculums using real, tangible datasets from the watershed to teach concepts not amenable to traditional textbook and lecture methods. The aggregation of exercises throughout a course or degree allows for scaffolding of concepts with progressive exposure of advanced concepts throughout a course or degree. The need for exercises of this type is growing as traditional lecture-based classes (passive learning from a local authoritative source) are being replaced with active learning courses that integrate many sources of information through situational factors.

A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

PubMed

Halloran, L

1995-01-01

Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

Lecture Series on Electromagnetic Interference and Electromagnetic Compatibility Presented on 10-11 June 1991 in Kjeller, Norway, 13-14 June 1991 in Konigswinter, Germany and 17-18 June 1991 in Lisbon, Portugal.

DTIC Science & Technology

1991-06-01

assessing EMC characteristics of EM systems in a lecture on "Measuremazzenvironments and testing".The various test en - vronments available will be described...severe in a dual-diversity system gains at least 10 dB in SNR relative to a maritime situation where salt water corrosion has for many non-diversity...environment having great significance for NATO systems are: (a) electromagnetic interference (EMT) arising from both natural and man-made sources; (b

Program for developing leadership in pharmacy residents.

PubMed

Fuller, Patrick D

2012-07-15

An innovative, structured approach to incorporating leadership development activities into pharmacy residency training is described. The American Society of Health-System Pharmacists (ASHP) has called for increased efforts to make leadership development an integral component of the training of pharmacy students and new practitioners. In 2007, The Nebraska Medical Center (TNMC) took action to systematize leadership training in its pharmacy residency programs by launching a new Leadership Development Series. Throughout the residency year, trainees at TNMC participate in a variety of activities: (1) focused group discussions of selected articles on leadership concepts written by noted leaders of the past and present, (2) a two-day offsite retreat featuring trust-building exercises and physical challenges, (3) a self-assessment designed to help residents identify and use their untapped personal strengths, (4) training on the effective application of different styles of communication and conflict resolution, and (5) education on the history and evolution of health-system pharmacy, including a review and discussion of lectures by recipients of ASHP's Harvey A. K. Whitney Award. Feedback from residents who have completed the series has been positive, with many residents indicating that it has stimulated their professional growth and helped prepared them for leadership roles. A structured Leadership Development Series exposes pharmacy residents to various leadership philosophies and principles and, through the study of Harvey A. K. Whitney Award lectures, to the thoughts of past and present pharmacy leaders. Residents develop an increased self-awareness through a resident fall retreat, a StrengthsFinder assessment, and communication and conflict-mode assessment tools.

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

PubMed

Kleinert, Robert; Plum, Patrick; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2016-01-01

Lectures are traditionally used for teaching declarative knowledge. One established tool for clinical education is the demonstration of a real patient. The use of real patients in the daily clinical environment is increasingly difficult. The use of a virtual patient simulator (VPS) can potentially circumvent these problems. Unlimited availability and the opportunity of an electronic feedback system could possibly enrich traditional lectures by enabling more interactivity that meets the expectations of the current student generation. As students face the consequences of their own decisions they take a more active role in the lecture. VPS links declarative knowledge with visual perception that is known to influence students' motivation. Until now, there have been no reports covering the usage and validation of interactive VPS for supporting traditional lectures. In this study, we (1) described the development of a custom-made three-dimensional (3D) VPS for supporting the traditional lecture and (2) performed a feasibility study including an initial assessment of this novel educational concept. Conceptualization included definition of curricular content, technical realization and validation. A custom-made simulator was validated with 68 students. The degree of student acceptance was evaluated. Furthermore, the effect on knowledge gain was determined by testing prelecture and postlecture performance. A custom-made simulator prototype that displays a 3D virtual clinic environment was developed and linked to a PowerPoint presentation. Students were able to connect to the simulator via electronic devices (smartphones and tablets) and to control the simulator via majority vote. The simulator was used in 6 lectures and validated in 2 lectures with 68 students each. Student acceptance and their opinion about effectiveness and applicability were determined. Students showed a high level of motivation when using the simulator as most of them had fun using it. Effect on knowledge gain was proven by comparison of chosen therapeutic workflow before and after the lecture. Students showed significantly (p < 0.05) more correct answers in determination of the therapeutic workflow after the lecture. We successfully developed and evaluated a custom-made 3D VPS for supporting the traditional lecture. VPS is probably an effective instrument that might replace real patients in selected lectures and prepare students for bedside teaching. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using Tablet PCs and Interactive Software in IC Design Courses to Improve Learning

ERIC Educational Resources Information Center

Simoni, M.

2011-01-01

This paper describes an initial study of using tablet PCs and interactive course software in integrated circuit (IC) design courses. A rapidly growing community is demonstrating how this technology can improve learning and retention of material by facilitating interaction between faculty and students via cognitive exercises during lectures. While…

Composable Distributed Access Control and Integrity Policies for Query-Based Wireless Sensor Networks

DTIC Science & Technology

2008-03-01

unaltered during transmission and verified with data authentication. Data Freshness describes the ordering and currency of data. Strong freshness is a total...Advances in Cryptology — Crypto ’97, volume 1294 of Lecture Notes in Computer Science, pages 180–197. Springer-Verlag, Berlin, 1997. GS04. Saurabh

Building Your Own Web Course: The Case for Off-the-Shelf Component Software.

ERIC Educational Resources Information Center

Kaplan, Howard

1998-01-01

Compares the features, advantages, and disadvantages of two major software options available for designing web courses: (1) component, off-the shelf software that allows for creation of audio slide lectures, course materials, discussion forums, animations, synchronous chat groups, quiz creators, and electronic mail, and (2) integrated packages…

Co-Calculus: Integrating the Academic and the Social

ERIC Educational Resources Information Center

Reinholz, Daniel L.

2017-01-01

Being part of a cohesive learning community supports retention and success in early mathematics courses. Yet, large, unwelcoming lectures stand in opposition to this goal, isolating students and pushing them away from STEM. This paper offers a comparative analysis of three efforts to build community amongst students, all situated within a single…

Bootstrapping Cox’s Regression Model.

DTIC Science & Technology

1985-11-01

crucial points a multivariate martingale central limit theorem. Involved in this is a p x p covariance matrix Z with elements T j2= f {2(s8 ) - s(l)( s ,8o...1980). The statistical analaysis of failure time data. Wiley, New York. Meyer, P.-A. (1971). Square integrable martingales, a survey. Lecture Notes

Tagging and Purifying Proteins to Teach Molecular Biology and Advanced Biochemistry

ERIC Educational Resources Information Center

Roecklein-Canfield, Jennifer A.; Lopilato, Jane

2004-01-01

Two distinct courses, "Molecular Biology" taught by the Biology Department and "Advanced Biochemistry" taught by the Chemistry Department, complement each other and, when taught in a coordinated and integrated way, can enhance student learning and understanding of complex material. "Molecular Biology" is a comprehensive lecture-based course with a…

To Click or Not to Click: That's the Question

ERIC Educational Resources Information Center

El-Rady, Johnny

2006-01-01

Classes of 100 students or more are not uncommon in higher education. With such large enrollments, it can be difficult for instructors to integrate active learning components to the traditional lecture format typically adopted in such large classes. To help address this problem, Johnny El-Rady discusses his use of an electronic classroom voting…

A Flipped Writing Classroom: Effects on EFL Learners' Argumentative Essays

ERIC Educational Resources Information Center

Soltanpour, Fatemeh; Valizadeh, Mohammadreza

2018-01-01

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files.…

Intelligent Performance Assessment of Students' Laboratory Work in a Virtual Electronic Laboratory Environment

ERIC Educational Resources Information Center

Achumba, I. E.; Azzi, D.; Dunn, V. L.; Chukwudebe, G. A.

2013-01-01

Laboratory work is critical in undergraduate engineering courses. It is used to integrate theory and practice. This demands that laboratory activities are synchronized with lectures to maximize their derivable learning outcomes, which are measurable through assessment. The typical high costs of the traditional engineering laboratory, which often…

Common Elements of Capstone Projects in the World's Top-Ranked Engineering Universities

ERIC Educational Resources Information Center

Ward, Thomas A.

2013-01-01

"Capstone" is a metaphor used to describe a final achievement that builds upon previous works and encapsulates them. Capstone projects are included in engineering curricula to integrate multi-disciplinary subjects and teach professional skills that are difficult to impart in a traditional lectured course. Since these projects serve to…

Bringing Reality T.V. into the Classroom: A Semester-Long Amazing Race

ERIC Educational Resources Information Center

Weddell, Melissa S.

2011-01-01

In developing a more student centered and engaging approach to teaching an introductory tourism course, the reality television show "The Amazing Race" was incorporated into the curriculum. Students integrate book chapters and class lectures into researching how locations create tourism destinations through a series of ten weekly assignments. The…

Student Experience of a Scenario-Centred Curriculum

ERIC Educational Resources Information Center

Bell, Sarah; Galilea, Patricia; Tolouei, Reza

2010-01-01

In 2006 UCL implemented new scenario-centred degree programmes in Civil and Environmental Engineering. The new curriculum can be characterised as a hybrid of problem-based, project-based and traditional approaches to learning. Four times a year students work in teams for one week on a scenario which aims to integrate learning from lecture and…

Reading Habits of Third-Year Medical Students during an Integrated Endocrinology Course.

ERIC Educational Resources Information Center

Friedberg, Mark; Mahanaimi, David; Lev-Zion, Rafael; Sidi, Aviel; Glick, Shimon

1998-01-01

Independent reading by medical students beyond formal classroom activities is considered central to medical education. This study examines self-directed study among third-year students in a six-year medical program. Students averaged 151 minutes daily on independent study using lecture notes, textbooks, and reading articles. Suggests ways to…

Learning Factory--Assembling Learning Content with a Framework

ERIC Educational Resources Information Center

Steininger, Peter

2016-01-01

Many of the challenges currently facing lectures are symptoms of problems with learning content creation, development and presentation. Learning Factory solves these problems by integrating critical innovations that have been proven over the last ten to twenty years in different industrial areas, but have not yet been brought or ported together in…

Teaching Third-Year Medical Students how to Care for Terminally Ill Patients.

ERIC Educational Resources Information Center

Martin, Robert W.; Wylie, Norma

1989-01-01

A successful seven-day course offered to third-year medical students is an integrated program for teaching them how to deal with terminal illness. The course uses lectures, audiovisual aids, and group and individual sessions to enhance self-awareness and practical application of the material in a clinical setting. (Author/MSE)

Integration of Guided Discovery in the Teaching of Real Analysis

ERIC Educational Resources Information Center

Dumitrascu, Dorin

2009-01-01

I discuss my experience with teaching an advanced undergraduate Real Analysis class using both lecturing and the small-group guided discovery method. The article is structured as follows. The first section is about the organizational and administrative components of the class. In the second section I give examples of successes and difficulties…

Culturally-Based Adaptive Learning and Concept Analytics to Guide Educational Website Content Integration

ERIC Educational Resources Information Center

Reiners, Torsten; Dreher, Heinz

2009-01-01

In modern learning environments, the lecturer or educational designer is often confronted with multi-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid…

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

ERIC Educational Resources Information Center

Pantiwati, Yuni; Husamah

2017-01-01

Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population…

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

ERIC Educational Resources Information Center

Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

2018-01-01

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…

Choreographing Learning in Developmental Psychology Utilising Multi-Generational Genograms and Reflective Journal Writing

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2007-01-01

Teaching a complex topic, such as lifespan developmental psychology, challenges most lecturers to find ways to produce and develop adequately students' ability to integrate theoretical knowledge and an understanding of psychosocial issues in everyday life. In this paper, I will explain the possibilities of tools from practice in creating and…

Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics through Collaborative Partnership

ERIC Educational Resources Information Center

Marshall, Delia; Conana, Honjiswa; Maclon, Rohan; Herbert, Mark; Volkwyn, Trevor

2011-01-01

This paper examines a collaborative partnership between discipline lecturers and an academic literacy practitioner in the context of undergraduate physics. Gee's sociocultural construct of Discourse is used as a framework for the design of an introductory physics course, explicitly framed around helping students access the disciplinary discourse…

AutoBayes Program Synthesis System System Internals

NASA Technical Reports Server (NTRS)

Schumann, Johann Martin

2011-01-01

This lecture combines the theoretical background of schema based program synthesis with the hands-on study of a powerful, open-source program synthesis system (Auto-Bayes). Schema-based program synthesis is a popular approach toward program synthesis. The lecture will provide an introduction into this topic and discuss how this technology can be used to generate customized algorithms. The synthesis of advanced numerical algorithms requires the availability of a powerful symbolic (algebra) system. Its task is to symbolically solve equations, simplify expressions, or to symbolically calculate derivatives (among others) such that the synthesized algorithms become as efficient as possible. We will discuss the use and importance of the symbolic system for synthesis. Any synthesis system is a large and complex piece of code. In this lecture, we will study Autobayes in detail. AutoBayes has been developed at NASA Ames and has been made open source. It takes a compact statistical specification and generates a customized data analysis algorithm (in C/C++) from it. AutoBayes is written in SWI Prolog and many concepts from rewriting, logic, functional, and symbolic programming. We will discuss the system architecture, the schema libary and the extensive support infra-structure. Practical hands-on experiments and exercises will enable the student to get insight into a realistic program synthesis system and provides knowledge to use, modify, and extend Autobayes.

Impact of a Social Media Group Page on Undergraduate Medical Physiology Learning.

PubMed

Shakoori, Tania Ahmed; Mahboob, Usman; Strivens, Janet; Willis, Ian

2017-07-01

To investigate the impact of associating classroom learning of medical physiology with a Facebook group page in an all-women medical college of a conservative small city in Pakistan. Qualitative interpretivist study using semi-structured interviews. Women Medical College Abbottabad, Pakistan, from March to December 2014. Aclosed Facebook study group was established at a local medical college in Pakistan. It was used to upload learning resources and initiate discussions, coordinated with classroom lectures of physiology. Thirteen semistructured interviews were conducted with volunteer students according to a standard protocol. Five major themes were identified. Facebook group is something new and exciting; it motivated self-study, research, collaborative learning and improved class attendance. Convenience of easily accessible resources allowed the students to concentrate on the lecture rather than note taking. It was easier to communicate with the instructor through Facebook than face to face. Lurkers were also learning. High achievers who had adapted to the current didactic system of teaching were less receptive of the collaborative learning and favored teaching geared towards exam preparation. Using social media for e-learning in undergraduate medical education can enhance the student learning experience, especially in resource-limited regions where Information and communication technology is not an integrated part of the teaching process.

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

PubMed Central

2005-01-01

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students. PMID:15917873

Selected Topics in the Physics of Heavy Ion Collisions (1/3)

ScienceCinema

Wiedemann, Urs Achim

2017-12-15

In these lectures, I discuss some classes of measurements accessible in heavy ion collisions at the LHC. How can these observables be measured, to what extent can they be calculated, and what do they tell us about the dense mesoscopic system created during the collision? In the first lecture, I shall focus in particular on measurements that constrain the spatio-temporal picture of the collisions and that measure centrality, orientations and extensions. In the subsequent lectures, I then discuss on how classes of measurements allow one to characterize collective phenomena, and to what extent these measurements can constrain the properties of matter produced in heavy ion collisions.

The Academic Career: A Study of Subjectivity, Gender and Movement among Women University Lecturers

ERIC Educational Resources Information Center

Angervall, Petra

2018-01-01

Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how…

Lectures Replaced by Prescribed Reading with Frequent Assessment: Enhanced Student Performance in Animal Physiology

ERIC Educational Resources Information Center

Chevins, Peter F. D.

2005-01-01

This article describes a study of the effects of partial replacement of lectures with a system of prescribed reading, supported by weekly objective testing in a second year animal physiology module. Formative tests with feedback within 24 hours were followed a week later with summative tests on the same material, utilising a proportion of the same…

Paul F-Brandwein 2004 Lecture: Regarding the Ecology of Science Education: Connections to Environmental and Distance Education

ERIC Educational Resources Information Center

Bennett, Sheila K.; Bennett, Dean B.

2004-01-01

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school-family-community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and…

Colleges of Education Lecturers Attitude towards the Use of Information and Communication Technology in Nigeria

ERIC Educational Resources Information Center

Olafare, Festus Oladimeji; Adeyanju, Lawrence Olugbade; Fakorede, S. O. A.

2017-01-01

Information and Communication Technology (ICT) has transformed the global education system in the areas of teaching and learning to achieve the Sustainable Development Goals (SDGs). Lecturers in College of Education (COE) are not only supposed to use ICT towards the achievement, they are to model good use of ICT for pre-service teachers. This…

Effects of Model Characteristics on Observational Learning of Inmates in a Pre-Release Center.

ERIC Educational Resources Information Center

Fliegel, Alan B.

Subjects were 138 inmates from the pre-release unit of a Southwestern prison system, randomly divided into three groups of 46 each. Each group viewed a video-taped model delivering a speech. The independent variable had three levels: (1) lecturer attired in a shirt and tie; (2) lecturer attired in a correctional officer's uniform; and (3) model…

Evaluating the Advantages and Disadvantages of Providing Lecture Notes: The Role of Internet Technology as a Delivery System and Research Tool

ERIC Educational Resources Information Center

Grabe, Mark; Christopherson, Kimberly

2005-01-01

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this…

Smartphone Response System Using Twitter to Enable Effective Interaction and Improve Engagement in Large Classrooms

ERIC Educational Resources Information Center

Kim, Yeongjun; Jeong, Soonmook; Ji, Yongwoon; Lee, Sangeun; Kwon, Key Ho; Jeon, Jae Wook

2015-01-01

This paper proposes a method for seamless interaction between students and their professor using Twitter, one of the typical social network service (SNS) platforms, in large lectures. During the lecture, the professor poses surprise questions in the form of a quiz on an overhead screen at unexpected moments, and students submit their answers…

Evaluation of a university general education health and wellness course delivered by lecture or online.

PubMed

Hager, Ronald; George, James D; LeCheminant, James D; Bailey, Bruce W; Vincent, William J

2012-01-01

To assess a single-semester university general education (GE) health and wellness course influence on physical activity (PA) and dietary habits among university students and to compare the course delivered through lecture or online for these outcomes. A 15-week intervention with pre-post one-group design, allowing for comparative assessments in dietary and PA habits across time by delivery method (classroom lecture vs. online). A large Western university. Participants (n = 1638, female; n = 1333, male) were 82% university freshman or sophomores. Participants were required to take a GE health and wellness course either by classroom lecture or online. The lecture and online curriculum content were similar. Participation in the study was entirely voluntary and was not connected to course grade. PA and dietary outcomes were determined from questions used in the Behavioral Risk Factor Surveillance System survey and were assessed pre- and post-intervention. Other validated questions were used to assess fitness. The general linear model was utilized to determine group x period interactions when comparing the classroom lecture vs. online course. Students improved overall level of PA by 12%, daily minutes of moderate-intensity PA by 8%, and fitness level by 2%. Students improved fruit/vegetable consumption by 4%, bran/whole grain cereal consumption by 8%, and brown rice/whole wheat bread consumption by 11%. All improvements were statistically significant (p < .001) with percent values indicating the size of the effect. The classroom lecture course yielded stronger improvements in several PA and dietary outcomes than the online course. A single-semester university wellness course may positively influence multiple PA and dietary behaviors; however, classroom lecture may be superior to online delivery.

Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

[Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

PubMed

Bentata, Yassamine; Delfosse, Catherine

2017-01-01

Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

[Integration of the Internet into medical education].

PubMed

Taradi, Suncana Kukolja

2002-01-01

The Internet promises dramatic changes in the way we learn and teach, the way we interact as a society. Networked technologies introduce interactivity and multimedia into the educational process. The student of the 21st century will use his/her PC as a learning station, as a tutoring system, as an information provider and as a communication center. Therefore the passive classroom (teacher-centered teaching) will evolve into active studio learning (student-centered learning). This will be achieved by new teaching techniques and standards of quality. The role of the new generation of educators is to create exploratory learning environments that offer a wide range of views on many subject areas and encourage active lifelong learning. This will be achieved by 1) placing courseware on the web where it can be accessed by remote students and by 2) finding and reviewing teaching materials obtained from www for possible integration into the local lecture material. The paper suggests strategies for introducing medical educators to networked teaching.

An integrated teaching method of gross anatomy and computed tomography radiology.

PubMed

Murakami, Tohru; Tajika, Yuki; Ueno, Hitoshi; Awata, Sachiko; Hirasawa, Satoshi; Sugimoto, Maki; Kominato, Yoshihiko; Tsushima, Yoshito; Endo, Keigo; Yorifuji, Hiroshi

2014-01-01

It is essential for medical students to learn and comprehend human anatomy in three dimensions (3D). With this in mind, a new system was designed in order to integrate anatomical dissections with diagnostic computed tomography (CT) radiology. Cadavers were scanned by CT scanners, and students then consulted the postmortem CT images during cadaver dissection to gain a better understanding of 3D human anatomy and diagnostic radiology. Students used handheld digital imaging and communications in medicine viewers at the bench-side (OsiriX on iPod touch or iPad), which enabled "pixel-to-tissue" direct comparisons of CT images and cadavers. Students had lectures and workshops on diagnostic radiology, and they completed study assignments where they discussed findings in the anatomy laboratory compared with CT radiology findings. This teaching method for gross and radiological anatomy was used beginning in 2009, and it yielded strongly positive student perspectives and significant improvements in radiology skills in later clinical courses. © 2014 American Association of Anatomists.

Use of tangential visual symbols to increase the long-term learning process: applications of linkage in teaching pharmacological principles of addiction.

PubMed

Giannini, A J; Giannini, J N; Condon, M

2000-07-01

Medieval and Renaissance teaching techniques using linkage between course content and tangentially related visual symbols were applied to the teaching of the pharmacological principles of addiction. Forty medical students randomly divided into two blinded groups viewed a lecture. One lecture was supplemented by symbolic slides, and the second was not. Students who viewed symbolic slides had significantly higher scores in a written 15-question multiple-choice test 30 days after the lecture. These results were consistent with learning and semiotic models. These models hypothesize a linkage between conceptual content and perception of visual symbols that thereby increases conceptual retention. Recent neurochemical research supports the existence of a linkage between two chemically distinct memory systems. Simultaneous stimulation of both chemical systems by teaching formats similar to those employed in the study can augment neurochemical signaling in the neocortex.

Hand-waving and interpretive dance: an introductory course on tensor networks

NASA Astrophysics Data System (ADS)

Bridgeman, Jacob C.; Chubb, Christopher T.

2017-06-01

The curse of dimensionality associated with the Hilbert space of spin systems provides a significant obstruction to the study of condensed matter systems. Tensor networks have proven an important tool in attempting to overcome this difficulty in both the numerical and analytic regimes. These notes form the basis for a seven lecture course, introducing the basics of a range of common tensor networks and algorithms. In particular, we cover: introductory tensor network notation, applications to quantum information, basic properties of matrix product states, a classification of quantum phases using tensor networks, algorithms for finding matrix product states, basic properties of projected entangled pair states, and multiscale entanglement renormalisation ansatz states. The lectures are intended to be generally accessible, although the relevance of many of the examples may be lost on students without a background in many-body physics/quantum information. For each lecture, several problems are given, with worked solutions in an ancillary file.

Sea Ice Summer Camp: Bringing Together Arctic Sea Ice Modelers and Observers

NASA Astrophysics Data System (ADS)

Perovich, D. K.; Holland, M. M.

2016-12-01

The Arctic sea ice has undergone dramatic change and numerical models project this to continue for the foreseeable future. Understanding the mechanisms behind sea ice loss and its consequences for the larger Arctic and global systems is of critical importance if we are to anticipate and plan for the future. One impediment to progress is a disconnect between the observational and modeling communities. A sea ice summer camp was held in Barrow Alaska from 26 May to 1 June 2016 to overcome this impediment and better integrate the sea ice community. The 25 participants were a mix of modelers and observers from 13 different institutions at career stages from graduate student to senior scientist. The summer camp provided an accelerated program on sea ice observations and models and also fostered future collaborative interdisciplinary activities. Each morning was spent in the classroom with a daily lecture on an aspect of modeling or remote sensing followed by practical exercises. Topics included using models to assess sensitivity, to test hypotheses and to explore sources of uncertainty in future Arctic sea ice loss. The afternoons were spent on the ice making observations. There were four observational activities; albedo observations, ice thickness measurements, ice coring and physical properties, and ice morphology surveys. The last field day consisted of a grand challenge where the group formulated a hypothesis, developed an observational and modeling strategy to test the hypothesis, and then integrated the observations and model results. The impacts of changing sea ice are being felt today in Barrow Alaska. We opened a dialog with Barrow community members to further understand these changes. This included an evening discussion with two Barrow sea ice experts and a community presentation of our work in a public lecture at the Inupiat Heritage Center.

Integration of problem-based learning and innovative technology into a self-care course.

PubMed

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

Development of a web-based learning medium on mechanism of labour for nursing students.

PubMed

Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-07-01

This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement

ERIC Educational Resources Information Center

Osman, Siti Zuraidah Md; Jamaludin, Rozinah; Fathil, Nor Fathimah

2016-01-01

The Malaysia Education Blueprint 2015-2025 (Higher Education) was published recently. One of shift is globalised online learning. Therefore, Polytechnics had taken the first step in the use of e-learning system by using flipped classroom method. The purpose of this study is to analyse the effects of using online video lecture on student…

2013 Dewey Lecture: College--What Is It Good For?

ERIC Educational Resources Information Center

Labaree, David F.

2014-01-01

In this 2013 John Dewey Society Lecture I examine the history and the structure of the American system of higher education. I argue that the true hero of the story is the evolved "form" of the American university and that all the things we love about it, like free speech, are the side effects of a structure that arose for other purposes.…

(R)evolution in American Higher Education. David Dodds Henry Lecture (14th, Chicago, Illinois, December 4, 1992).

ERIC Educational Resources Information Center

Langenberg, Donald N.

In this lecture, one of a series given annually at the University of Illinois at Chicago (UIC), the chancellor of the University of Maryland System said that a revolution is underway in American higher education. This revolution is tied to major transformations in society at large to which higher education must respond. The most pressing symptom…

The Psychology of Theatre/The Theatre of Psychology: Creating and Teaching a New Course.

ERIC Educational Resources Information Center

Leit, Richard A.; Humphries, Gail

1999-01-01

Presents a course that integrates psychology and drama in order to study drama therapy and psychodrama. Explains that the instructors utilized both a lecture method and an active learning approach to increase student motivation. Describes the course, addresses the benefits for the students, and discusses the students' reactions to the course. (CMK)

Introducing New Learning Tools into a Standard Classroom: A Multi-Tool Approach to Integrating Fuel-Cell Concepts into Introductory College Chemistry

ERIC Educational Resources Information Center

D'Amato, Matthew J.; Lux, Kenneth W.; Walz, Kenneth A.; Kerby, Holly Walter; Anderegg, Barbara

2007-01-01

A multi-tool approach incorporating traditional lectures, multimedia learning objects, and a laboratory activity were introduced as the concepts surrounding hydrogen fuel-cell technology in college chemistry courses. The new tools are adaptable, facilitating use in different educational environments and address variety of learning styles to…

The Riemann Zeta Zeros from an Asymptotic Perspective

ERIC Educational Resources Information Center

Grant, Ken

2015-01-01

In 1859, on the occasion of being elected as a corresponding member of the Berlin Academy, Bernard Riemann (1826-66), a student of Carl Friedrich Gauss (1777-1855), presenteda lecture in which he presented a mathematics formula, derived from complex integration, which gave a precise count of the primes on the understanding that one of the terms in…

Chemistry Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume III.

ERIC Educational Resources Information Center

Crosby, Glenn; And Others

A group of scientists and science educators of Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Chemistry block of the physical science courses developed by the group. Included are…

Projectile and Circular Motion: A Model Four-Week Unit of Study for a High School Physics Class Using Physics Courseware.

ERIC Educational Resources Information Center

Geigel, Joan; And Others

A self-paced program designed to integrate the use of computers and physics courseware into the regular classroom environment is offered for physics high school teachers in this module on projectile and circular motion. A diversity of instructional strategies including lectures, demonstrations, videotapes, computer simulations, laboratories, and…

Integrating Text-to-Speech Software into Pedagogically Sound Teaching and Learning Scenarios

ERIC Educational Resources Information Center

Rughooputh, S. D. D. V.; Santally, M. I.

2009-01-01

This paper presents a new technique of delivery of classes--an instructional technique which will no doubt revolutionize the teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the…

Evaluating the Impact of Library Instruction Methods on the Quality of Student Research.

ERIC Educational Resources Information Center

Ackerson, Linda G.; Young, Virgina E.

1994-01-01

A three-year study at the University of Alabama compared a traditional lecture method for teaching library research skills with a course-integrated, computer-enhanced approach by assessing each method's impact on the quality of bibliographies from engineering students' term papers. In four of the five semesters, no significant differences were…

Sciences Teacher Education Curriculum Re-Alignment: "Science Education Lecturers' Perspectives of Knowledge Integration at South African Universities"

ERIC Educational Resources Information Center

Booi, Kwanele; Khuzwayo, Mamsie Ethel

2018-01-01

A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately 23 universities. This sampling strategy was based on selecting some universities that became Universities of Technology during the process of merging Higher Education Institutions (HEIs) while other universities kept their identity;…

An Integrated Visualization and Basic Molecular Modeling Laboratory for First-Year Undergraduate Medicinal Chemistry

ERIC Educational Resources Information Center

Hayes, Joseph M.

2014-01-01

A 3D model visualization and basic molecular modeling laboratory suitable for first-year undergraduates studying introductory medicinal chemistry is presented. The 2 h practical is embedded within a series of lectures on drug design, target-drug interactions, enzymes, receptors, nucleic acids, and basic pharmacokinetics. Serving as a teaching aid…

Enhancing Students' Aeronautical Decision-Making through Scaffolding Strategies for Higher Order Thinking

ERIC Educational Resources Information Center

Murray, Rita Marie

2012-01-01

Over the last few decades, classroom training in aviation education has continued mostly unchanged. It remains a highly structured presentation of information in a lecture format. The purpose of this study was to determine the effect of a method of teaching aeronautical decision making in aviation education based on integrated and scaffolded…

"I Don't Teach Language": The Linguistic Attitudes of Physics Lecturers in Sweden

ERIC Educational Resources Information Center

Airey, John

2012-01-01

From a disciplinary discourse perspective, all university courses can be said to involve content and language integrated learning (CLIL) even in monolingual settings. Clearly, however, things become much more complex when two or more languages are involved in teaching and learning. The aim of this paper is to introduce readers to the linguistic…

Investigating Student Ideas about Cosmology III: Big Bang Theory, Expansion, Age, and History of the Universe

ERIC Educational Resources Information Center

Trouille, Laura E.; Coble, Kim; Cochran, Geraldine L.; Bailey, Janelle M.; Camarillo, Carmen T.; Nickerson, Melissa D.; Cominsky, Lynn R.

2013-01-01

We have undertaken a multi-semester study of student ideas in an undergraduate general education astronomy integrated lecture and lab course with a focus on active learning at an urban, minority serving institution. We collected individual interviews ("N" = 15) and course artifacts ("N" approximately 60), such as pre-course…

The Academic's Role: The Need for a Re-Evaluation

ERIC Educational Resources Information Center

Greenbank, Paul

2006-01-01

This short paper draws upon the work of Boyer (1990) to argue for a broader definition of research, a greater recognition of the role of service and the integration of teaching, research and service as interconnected scholarly activities. As a lecturer in management the author has carried out research on small firms and has been a business mentor…

Enabling and Integrating Online Formative Assessment in a Flipped Calculus Course

ERIC Educational Resources Information Center

Schroeder, Larissa Bucchi; Dorn, Brian

2016-01-01

The increased use of videos in mathematics courses means that direct instruction, traditionally part of class lectures, now often occurs outside of the classroom. Although students come to class with some baseline level of understanding, instructors lose opportunities to assess students' understanding of content as it is seen for the first time.…

Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

ERIC Educational Resources Information Center

Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret J.; Bowen, Warwick P.; Corney, Joel F.

2014-01-01

Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach -- who has time to individualize responses, address questions from over 200 students and encourage active participation…

Un projet de logiciels d'assistance a l'apprentissage de la lecture en FLE (An Interdisciplinary Research Project Oriented toward Computer Programs for Reading Instruction in French as a Second Language).

ERIC Educational Resources Information Center

Challe, Odile; And Others

1985-01-01

Describes a French project entitled "Lecticiel," jointly undertaken by specialists in reading, computer programing, and second language instruction to integrate these disciplines and provide assistance for students learning to read French as a foreign language. (MSE)

Using Social Media (Blog) in the Classroom: Reflecting Lecturer's Pedagogical Approach and Students (In-Service Teachers) Intrinsic Motivation

ERIC Educational Resources Information Center

Abulibdeh, Enas S.

2013-01-01

The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers' performance in leadership quality and…

Investigating Student Ideas about Cosmology II: Composition of the Universe

ERIC Educational Resources Information Center

Coble, Kim; Nickerson, Melissa D.; Bailey, Janelle M.; Trouille, Laura E.; Cochran, Geraldine L.; Camarillo, Carmen T.; Cominsky, Lynn R.

2013-01-01

Continuing our work from a previous study (Coble et al. 2013), we examine undergraduates' ideas on the composition of the Universe as they progress through a general education astronomy integrated lecture and laboratory course with a focus on active learning. The study was conducted over five semesters at an urban minority-serving institution. The…

Making the Transition from Print: Integrating Concept Mapping and Online Communication with Traditional Distance Education Materials.

ERIC Educational Resources Information Center

Kennedy, David M.; Reiman, Cornelis A.

The move from traditional paper-based distance education subject materials to those of information and communication technologies (ICT) has increased the ways in which students can engage with their lecturers, peers and the unit materials. In this paper, strategies for enhancing print-based learning resources are discussed. These include concept…

Geology Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume IV.

ERIC Educational Resources Information Center

Webster, Gary

A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Geology block of the physical science courses developed by the group. Included are…

Astronomy Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume I.

ERIC Educational Resources Information Center

Lutz, Julie H.; Orlich, Donald C.

A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Astronomy block of the physical science courses developed by the group. Included are…

Educational process in modern climatology within the web-GIS platform "Climate"

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gorbatenko, Valentina; Gordov, Evgeny; Martynova, Yulia; Okladnikov, Igor; Titov, Alexander; Shulgina, Tamara

2013-04-01

These days, common to all scientific fields the problem of training of scientists in the environmental sciences is exacerbated by the need to develop new computational and information technology skills in distributed multi-disciplinary teams. To address this and other pressing problems of Earth system sciences, software infrastructure for information support of integrated research in the geosciences was created based on modern information and computational technologies and a software and hardware platform "Climate» (http://climate.scert.ru/) was developed. In addition to the direct analysis of geophysical data archives, the platform is aimed at teaching the basics of the study of changes in regional climate. The educational component of the platform includes a series of lectures on climate, environmental and meteorological modeling and laboratory work cycles on the basics of analysis of current and potential future regional climate change using Siberia territory as an example. The educational process within the Platform is implemented using the distance learning system Moodle (www.moodle.org). This work is partially supported by the Ministry of education and science of the Russian Federation (contract #8345), SB RAS project VIII.80.2.1, RFBR grant #11-05-01190a, and integrated project SB RAS #131.

Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.

FOREWORD: International Summer School for Advanced Studies 'Dynamics of open nuclear systems' (PREDEAL12)

NASA Astrophysics Data System (ADS)

Delion, D. S.; Zamfir, N. V.; Raduta, A. R.; Gulminelli, F.

2013-02-01

This proceedings volume contains the invited lectures and contributions presented at the International Summer School on Nuclear Physics held at Trei Brazi, a summer resort of the Bioterra University, near the city of Predeal, Romania, on 9-20 July 2012. The long tradition of International Summer Schools on Nuclear Physics in Romania dates as far back as 1964, with the event being scheduled every two years. During this period of almost 50 years, many outstanding nuclear scientists have lectured on various topics related to nuclear physics and particle physics. This year we celebrate the 80th birthday of Aureliu Sandulescu, one of the founders of the Romanian school of theoretical nuclear physics. He was Serban Titeica's PhD student, one of Werner Heisenberg's PhD students, and he organized the first edition of this event. Aureliu Sandulescu's major contributions to the field of theoretical nuclear physics are related in particular to the prediction of cluster radioactivity, the physics of open quantum systems and the innovative technique of detecting superheavy nuclei using the double magic projectile 48Ca (Calcium), nowadays a widely used method at the JINR—Dubna and GSI—Darmstadt laboratories. The title of the event, 'Dynamics of Open Nuclear Systems', is in recognition of Aureliu Sandulescu's great personality. The lectures were attended by Romanian and foreign Master and PhD students and young researchers in nuclear physics. About 25 reputable professors and researchers in nuclear physics delivered lectures during this period. According to a well-established tradition, an interval of two hours was allotted for each lecture (including discussions). Therefore we kept a balance between the school and conference format. Two lectures were held during the morning and afternoon sessions. After lecture sessions, three or four oral contributions were given by young scientists. This was a good opportunity for them to present the results of their research in front of renowned professors and researchers in nuclear physics. This proceedings volume is organized into four chapters, which reflects the traditional chapter structure of nuclear physics textbooks, but seen from the perspective of open quantum systems: INuclear structure IIDecay processes IIINuclear reactions and astrophysics IVContributions The lectures and contributions are listed alphabetically by author within each chapter. The volume contains many comprehensive reviews related to the topics of the School. The first week of the School was focused on nuclear structure and decay phenomena, considering the nucleus as an open system. Experts in these fields lectured on cluster radioactivity, the stability of superheavy nuclei, alpha-decay fine structure, fission versus fusion, beta and double beta decay and pairing versus alpha-clustering. New experimental results related to the nuclear stability of low-lying and high spin states were also presented. Recent developments at JINR—Dubna and GSI—Darmstadt international laboratories were also reported by their current or former directors. The second week of the event was dedicated to the physics of exotic nuclei, heavy ion reactions and multi-fragmentation, symmetries and phase transitions of open quantum systems. The stability of the atomic nucleus is an important and always interesting discussion point, especially in the context of newly discovered nuclear systems close to the stability line, such as proton/neutron rich or superheavy nuclei. Several lectures and contributions were focused on nuclear structure models describing low-lying states. This includes the status of density functional theory, new developments in Bohr-Mottelsohn Hamiltonian and shell-model theory, proton-neutron correlations, shape coexistence, back-bending phenomena and the thermodynamics of open quantum systems. Open systems in astrophysics, such as supernovae and neutron stars, were presented in detail by several lecturers. Important topics connected to the status of the equation of state, hyperonic and quark matter and neutrino physics, as well as the applications of nuclear structure in astrophysics, were also on the School's agenda. There were many discussions and questions both during and after presentations. An open and friendly atmosphere characterized our School, although different opinions quite often divided the participants. Many discussions continued during coffee breaks and excursions organized in the beautiful surroundings. We hope that this proceedings volume will be useful for future reference to both young scientists and senior researchers working in various fields of nuclear physics. We cannot end without expressing our many thanks to the National Authority for Scientific Research and the Romanian Academy (Elias Foundation) for their financial support. We acknowledge the Horia Hulubei National Institute of Physics and Nuclear Engineering and Bioterra University for their important contribution in organizing the School. Guest Editors D S Delion, N V Zamfir, A R Raduta and F Gulminelli First Week International Summer School on Nuclear Physics: First Week Second Week International Summer School on Nuclear Physics: Second Week Sponsors Sponsor logoSponsor logoSponsor logoSponsor logoSponsor logo

Transforming Undergraduate Education Through the use of Analytical Reasoning (TUETAR)

NASA Astrophysics Data System (ADS)

Bishop, M. P.; Houser, C.; Lemmons, K.

2015-12-01

Traditional learning limits the potential for self-discovery, and the use of data and knowledge to understand Earth system relationships, processes, feedback mechanisms and system coupling. It is extremely difficult for undergraduate students to analyze, synthesize, and integrate quantitative information related to complex systems, as many concepts may not be mathematically tractable or yet to be formalized. Conceptual models have long served as a means for Earth scientists to organize their understanding of Earth's dynamics, and have served as a basis for human analytical reasoning and landscape interpretation. Consequently, we evaluated the use of conceptual modeling, knowledge representation and analytical reasoning to provide undergraduate students with an opportunity to develop and test geocomputational conceptual models based upon their understanding of Earth science concepts. This study describes the use of geospatial technologies and fuzzy cognitive maps to predict desertification across the South-Texas Sandsheet in an upper-level geomorphology course. Students developed conceptual models based on their understanding of aeolian processes from lectures, and then compared and evaluated their modeling results against an expert conceptual model and spatial predictions, and the observed distribution of dune activity in 2010. Students perceived that the analytical reasoning approach was significantly better for understanding desertification compared to traditional lecture, and promoted reflective learning, working with data, teamwork, student interaction, innovation, and creative thinking. Student evaluations support the notion that the adoption of knowledge representation and analytical reasoning in the classroom has the potential to transform undergraduate education by enabling students to formalize and test their conceptual understanding of Earth science. A model for developing and utilizing this geospatial technology approach in Earth science is presented.

A strategic approach to quality improvement and patient safety education and resident integration in a general surgery residency.

PubMed

O'Heron, Colette T; Jarman, Benjamin T

2014-01-01

To outline a structured approach for general surgery resident integration into institutional quality improvement and patient safety education and development. A strategic plan to address Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review assessments for resident integration into Quality Improvement and Patient Safety initiatives is described. Gundersen Lutheran Medical Foundation is an independent academic medical center graduating three categorical residents per year within an integrated multi-specialty health system serving 19 counties over 3 states. The quality improvement and patient safety education program includes a formal lecture series, online didactic sessions, mandatory quality improvement or patient safety projects, institutional committee membership, an opportunity to serve as a designated American College of Surgeons National Surgical Quality Improvement Project and Quality in Training representative, mandatory morbidity and mortality conference attendance and clinical electives in rural surgery and international settings. Structured education regarding and participation in quality improvement and patient safety programs are able to be accomplished during general surgery residency. The long-term outcomes and benefits of these strategies are unknown at this time and will be difficult to measure with objective data. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

The most successful method in teaching nursing students infection control - E-learning or lecture?

PubMed

Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

2008-10-01

Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning.

Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.

PubMed

Yamaki, Kouya; Ikeda, Koji; Ueda, Kumiko; Habu, Yasushi; Nakayama, Yoshiaki; Takeda, Norihiko; Moriwaki, Kensuke; Wada, Akimori; Koyama, Junko; Kodama, Noriko; Kitagawa, Shuji

2017-01-01

Active learning in higher education is important for learning efficacy and motivation. Accordingly, lectures that integrate strategies toward active learning, such as minute papers, debates, and collaborative learning, have become widely adopted. Minute papers facilitate communication among both teachers and students, and can be used as a tool for reviewing lectures. In the present study, we examined the effect of using minute papers on learning efficacy and motivation. To enhance the curriculum of the interdisciplinary course Yakugaku Nyumon, which consists of an omnibus lecture series and problem-based learning, minute papers with exercises were provided to applicants. In a follow-up questionnaire, students who used minute papers (S-USE) responded that they had a better understanding of the relationships, ranging from basic to clinical subject matter, than students who did not use such papers (S-NON). Using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire to measure study motivation, S-USE scored higher for some questionnaires than S-NON. This finding indicates that minute papers promoted learning motivation among students taking the Yakugaku Nyumon course. In regular examinations, the average score of S-USE was also statistically higher than that of S-NON. These results demonstrate that minute papers possibly encouraged students to actively review the lectures, thereby increasing both learning efficacy and motivation. This study shows that through promoting active, self-learning, minute papers are suitable for improving curricular strategies in subjects that rely on passive learning methods.

Summer Study Program in Geophysical Fluid Dynamics - The Influence of Convection on Large-Scale Circulations - 1988

DTIC Science & Technology

1989-07-01

the vector of the body force." lo., ,P /’P l> 16 __ __ _ __ ___P . 19 U In the first lecture we define the buoyancy force, develop a simplified...force and l’is a unit vector along the motion vector . Integrating Bernoulli’s law over a closed loop one gets: I also [ C by integrating along the...convection. It is conveiient to write these equations as evolution equations for a atate vector U(x, z, t) where x is the horizontal coordinate vector

Evaluating a learning management system for blended learning in Greek higher education.

PubMed

Kabassi, Katerina; Dragonas, Ioannis; Ntouzevits, Alexandra; Pomonis, Tzanetos; Papastathopoulos, Giorgos; Vozaitis, Yiannis

2016-01-01

This paper focuses on the usage of a learning management system in an educational institution for higher education in Greece. More specifically, the paper examines the literature on the use of different learning management systems for blended learning in higher education in Greek Universities and Technological Educational Institutions and reviews the advantages and disadvantages. Moreover, the paper describes the usage of the Open eClass platform in a Technological Educational Institution, TEI of Ionian Islands, and the effort to improve the educational material by organizing it and adding video-lectures. The platform has been evaluated by the students of the TEI of Ionian Islands based on six dimensions: namely student, teacher, course, technology, system design, and environmental dimension. The results of this evaluation revealed that Open eClass has been successfully used for blended learning in the TEI of Ionian Islands. Despite the instructors' initial worries about students' lack of participation in their courses if their educational material was made available online and especially in video lectures; blended learning did not reduce physical presence of the students in the classroom. Instead it was only used as a supplementary tool that helps students to study further, watch missed lectures, etc.

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students. Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session. There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I. In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students. © 2012 John Wiley & Sons A/S.

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

NASA Astrophysics Data System (ADS)

Tuna, Tayfun; Subhlok, Jaspal; Barker, Lecia; Shah, Shishir; Johnson, Olin; Hovey, Christopher

2017-02-01

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses.

A course director's perspectives on problem-based learning curricula in biochemistry.

PubMed

Smith, Harold C

2002-12-01

Knowledge of the applications of biochemistry, molecular biology, and genetics in the practice of medicine has been and continues to be a vital part of medical students' and continuing education. The technical background and the rapid expansion of information and new applications have made it an arduous task to learn and teach this material within the already crowded medical school curriculum. Problem-based learning (PBL) formats are rapidly being adopted at all levels of education as not only a major paradigm shift in education but also a solution for the instruction of biochemistry in medical school. Designing an effective biochemistry curriculum with PBL-based or lecture-based formats requires an appreciation for their strengths and weakness. The author's experiences in the Double Helix Curriculum at the University of Rochester School of Medicine and Dentistry (which employs PBL cases and complementing lectures) has shown that students are excited about learning in the PBL environment and explore in depth ways of integrating biochemistry, cell biology, genetics, and molecular biology into the practice of medicine. At the same time, complementary lectures greatly enhance uniformity in the quality and, importantly, the accuracy of the students' learning.

Lecture recording system in anatomy: possible benefit to auditory learners.

PubMed

Bacro, Thierry R H; Gebregziabher, Mulugeta; Ariail, Jennie

2013-01-01

The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Copyright © 2013 American Association of Anatomists.

Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

ERIC Educational Resources Information Center

Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

2014-01-01

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

Addressing the systems-based practice requirement with health policy content and educational technology.

PubMed

Nagler, Alisa; Andolsek, Kathryn; Dossary, Kristin; Schlueter, Joanne; Schulman, Kevin

2010-01-01

Duke University Hospital Office of Graduate Medical Education and Duke University's Fuqua School of Business collaborated to offer a Health Policy lecture series to residents and fellows across the institution, addressing the "Systems-based Practice" competency.During the first year, content was offered in two formats: live lecture and web/podcast. Participants could elect the modality which was most convenient for them. In Year Two, the format was changed so that all content was web/podcast and a quarterly live panel discussion was led by module presenters or content experts. Lecture evaluations, qualitative focus group feedback, and post-test data were analyzed.A total of 77 residents and fellows from 8 (of 12) Duke Graduate Medical Education departments participated. In the first year, post-test results were the same for those who attended the live lectures and those who participated via web/podcast. A greater number of individuals participated in Year Two. Participants from both years expressed the need for health policy content in their training programs. Participants in both years valued a hybrid format for content delivery, recognizing a desire for live interaction with the convenience of accessing web/podcasts at times and locations convenient for them. A positive unintended consequence of the project was participant networking with residents and fellows from other specialties.

IMPORTANCE OF INTEGRATED MANAGEMENT SYSTEM APPLIED IN HEALTH ESTABLISHMENTS IN ORDER TO RAISE TREATMENT QUALITY.

PubMed

Dodić, Biljana; Miljković, Tatjana; Bjelobrk, Marija; Cemerlic Ađić, Nada; Ađić, Filip; Dodić, Slobodan

2016-01-01

The term "management" is best characterized as "managing" economic or social processes to achieve objectives through a rational use of material and immaterial resources by applying the principles, functions, and management methods. This study has been aimed at evaluating the value of an integrated quality management system implemented at the Institute of Cardiovascular Diseases of Vojvodina to improve the quality of treatment. In the period from 2008 to 2010 about 40 employees from the Institute of Cardiovascular Diseases of Vojvodina attended various courses given by the lecturers of the Faculty of Technical Sciences, where the function and significance of the "International Standards Organization" were explained, after which standards of interest were implemented at the Institute of Cardiovascular Diseases of Vojvodina. The Department of Cardiology has introduced 11 cardiac procedures with 5 special instructions, 14 general procedures, and 7 specific procedures with 2 instructions. The Department of Cardiac Surgery has introduced 7 procedures to be implemented. The "Vojvodina score" model was put into practice for the perioperative evaluation of cardiac surgery risk. During 2014, the Institute of Cardiovascular Diseases ofVojvodina obtained accreditation for the period of 7 years. The integrated quality management system must be applied in order to achieve a high level of health care in the shortest possible time and with the least possible consumption of material and human resources. The application of this system in practice gives a realistic insight into the working processes and facilitates their functioning. It demands and requires constant monitoring of the system efficiency along with continuous changes and improvements of all elements of the working processes and functional units.

Paramedic student performance: comparison of online with on-campus lecture delivery methods.

PubMed

Hubble, Michael W; Richards, Michael E

2006-01-01

Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students. Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment. Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video. A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures. Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.