What Matters Most when Students and Teachers Use Interactive Whiteboards in Mathematics Classrooms?

ERIC Educational Resources Information Center

McQuillan, Kimberley; Northcote, Maria; Beamish, Peter

2012-01-01

Teachers are encouraged to immerse their students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). When teaching mathematics, the varied representational aspects of IWBs can…

Teaching science with technology: Using EPA’s EnviroAtlas in the classroom

EPA Science Inventory

Background/Question/Methods U.S. EPA’s EnviroAtlas provides a collection of web-based, interactive tools and resources for exploring ecosystem goods and services. EnviroAtlas contains two primary tools: An Interactive Map, which provides access to 300+ maps at multiple exte...

The application of network teaching in applied optics teaching

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

Interactive Radiology teaching file system: the development of a MIRC-compliant and user-centered e-learning resource.

PubMed

dos-Santos, M; Fujino, A

2012-01-01

Radiology teaching usually employs a systematic and comprehensive set of medical images and related information. Databases with representative radiological images and documents are highly desirable and widely used in Radiology teaching programs. Currently, computer-based teaching file systems are widely used in Medicine and Radiology teaching as an educational resource. This work addresses a user-centered radiology electronic teaching file system as an instance of MIRC compliant medical image database. Such as a digital library, the clinical cases are available to access by using a web browser. The system has offered great opportunities to some Radiology residents interact with experts. This has been done by applying user-centered techniques and creating usage context-based tools in order to make available an interactive system.

TPACK in Elementary and High School Teachers' Self-Reported Classroom Practices with the Interactive Whiteboard (IWB)

ERIC Educational Resources Information Center

Lefebvre, Sonia; Samson, Ghislain; Gareau, Alexandre; Brouillette, Nancy

2016-01-01

The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers' self-reported practices with the IWB. The conceptual framework centers on…

Teaching Techniques for the ESL Literacy Classroom. [Videotape.

ERIC Educational Resources Information Center

Gati, Sally

This 71-minute videotape presents a three-part program of classroom teaching techniques for teachers of English-as-a-Second-Language (ESL) literacy students. It shows students interacting with ESL literacy teachers, and focuses on: (1) essential teaching tools (chalkboard, easel, overhead projector, butcher paper, realia, pictures, flash cards,…

Wicked Waste: Helping Numeracy in the Primary Classroom

ERIC Educational Resources Information Center

Yoxon, Mark

2002-01-01

"Wicked Waste" is a powerful teaching resource and four tools in one: (1) It complements literacy and numeracy teaching for KS2/attainment levels D & E using 20 minute interactive teaching modules; (2) It manages time and, with its intelligent programming, complexity of questions; (3) It provides diagnostic information for the…

Teaching Green Engineering: The Case of Ethanol Lifecycle Analysis

ERIC Educational Resources Information Center

Vallero, Daniel A.; Braiser, Chris

2008-01-01

Lifecycle assessment (LCA) is a valuable tool in teaching green engineering and has been used to assess biofuels, including ethanol. An undergraduate engineering course at Duke University has integrated LCA with other interactive teaching techniques to enhance awareness and to inform engineering decision making related to societal issues, such as…

Illustrated Plant Identification Keys: An Interactive Tool to Learn Botany

ERIC Educational Resources Information Center

Silva, Helena; Pinho, Rosa; Lopes, Lisia; Nogueira, Antonio J. A.; Silveira, Paulo

2011-01-01

An Interactive Dichotomous Key (IDK) for 390 "taxa" of vascular plants from the Ria de Aveiro, available on a website, was developed to help teach botany to school and universitary students. This multimedia tool includes several links to Descriptive and Illustrated Glossaries. Questionnaires answered by high-school and undergraduate students about…

An interactive problem-solving approach to teach traumatology for medical students.

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

Peer Observation of Teaching: The Interaction between Peer Review and Developmental Models of Practice

ERIC Educational Resources Information Center

Yiend, Jenny; Weller, Saranne; Kinchin, Ian

2014-01-01

Teaching observation is widely promoted as a mechanism for developing teaching practice in higher education. Specifically, formative peer observation is considered by many to be a powerful tool for providing feedback to individual teachers, disseminating disciplinary good practice and fostering a local evaluative enhancement culture. Despite its…

Graphics Tablet Technology in Second Year Thermal Engineering Teaching

ERIC Educational Resources Information Center

Carrillo, Antonio; Cejudo, José Manuel; Domínguez, Fernando; Rodríguez, Eduardo

2013-01-01

Graphics tablet technology is well known in markets such as manufacturing, graphics arts and design but it has not yet found widespread acceptance for university teaching. A graphics tablet is an affordable teaching tool that combines the best features from traditional and new media. It allows developing a progressive, interactive lecture (as a…

Use of Data Visualisation in the Teaching of Statistics: A New Zealand Perspective

ERIC Educational Resources Information Center

Forbes, Sharleen; Chapman, Jeanette; Harraway, John; Stirling, Doug; Wild, Chris

2014-01-01

For many years, students have been taught to visualise data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualisation tools. Free down-loadable teaching and simulation software designed specifically for schools, and more general data visualisation…

Interactive multimedia demonstrations for teaching fluid dynamics

NASA Astrophysics Data System (ADS)

Rowley, Clarence

2008-11-01

We present a number of multimedia tools, developed by undergraduates, for teaching concepts from introductory fluid mechanics. Short movies are presented, illustrating concepts such as hydrostatic pressure, the no-slip condition, boundary layers, and surface tension. In addition, we present a number of interactive demonstrations, which allow the user to interact with a simple model of a given concept via a web browser, and compare with experimental data. In collaboration with Mack Pasqual and Lindsey Brown, Princeton University.

Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain

ERIC Educational Resources Information Center

Rodriguez, Vanessa; Solis, S. Lynneth

2013-01-01

A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self-in-Relation-to-Teaching (SiR2T) tool to answer "What are…

Scale Model of a Soil Aggregate and Associated Organisms: A Teaching Tool for Soil Ecology

ERIC Educational Resources Information Center

Bruns, Mary Ann; Byrne, Loren B.

2004-01-01

Soil is a complex habitat for diverse biota. A significant challenge in teaching soil ecology is our inability to observe organisms as they live and interact in the soil. The objective of this article is to describe an interactive class project to help students visualize the sizes of different groups of soil organisms and to relate these to soil…

Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages

ERIC Educational Resources Information Center

Cavus, Nadire; Ibrahim, Dogan

2007-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to…

iMindMap as an Innovative Tool in Teaching and Learning Accounting: An Exploratory Study

ERIC Educational Resources Information Center

Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

2016-01-01

Purpose: The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/Methodology/Approach: Out of 268 students of the management accounting at the University of…

A Guide to Better Teaching: Skills, Advice, and Evaluation for College and University Professors

ERIC Educational Resources Information Center

Jahangiri, Leila; Mucciolo, Tom

2011-01-01

"A Guide to Better Teaching" is a self-help book that provides anyone teaching a college course with a thorough understanding of what it takes to be an effective teacher. Derived from the authors' extensive research, several interactive assessment tools are included that measure levels of effectiveness according to learner preferences. Each…

The transformation of science and mathematics content knowledge into teaching content by university faculty

NASA Astrophysics Data System (ADS)

Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies

ERIC Educational Resources Information Center

Sheffield, Caroline C.

2015-01-01

Interactive whiteboards (IWBs) are increasingly prevalent in U.S. classrooms. Yet, little is known about how this tool is being used to teach social studies. This case study through classroom observations, interviews, and student focus groups examines how two fifth-grade teachers use the IWB to teach U.S. history. The data indicate that when the…

Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes

ERIC Educational Resources Information Center

Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea

2015-01-01

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a)…

The Development of Interactive Video for Children's Education.

ERIC Educational Resources Information Center

Dockterman, Gabrielle Savage

1991-01-01

Development of two interactive videodisks in space science for middle-school-age children is described, and suggestions for development of affordable and successful interactive products are offered. The first interactive program is a touchscreen exhibit designed for museum use, and the second is a classroom tool for teaching a planetary sciences…

The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching

ERIC Educational Resources Information Center

Akpinar, Ercan

2014-01-01

This study investigates the effects of using interactive computer animations based on predict-observe-explain (POE) as a presentation tool on primary school students' understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30…

Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

ERIC Educational Resources Information Center

Koprowski, John L.; Perigo, Nan

2000-01-01

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Using Process and Inqury to Teach Content: Projectile Motion and Graphing

ERIC Educational Resources Information Center

Rhea, Marilyn; Lucido, Patricia; Gregerson-Malm, Cheryl

2005-01-01

These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

The Teaching of Mathematics in Secondary Schools as a Tool for Self-Reliance and Re-Branding Process in Nigeria

ERIC Educational Resources Information Center

Jonah, Tali D.; Caleb, Mbwas .L.; Stephen, Abe A.

2012-01-01

Mathematics teaching is an interaction between the teacher and the learners that leads to acquisition of desirable mathematical knowledge, ideas and skills necessary for applicability in our everyday life. This paper therefore looks at the concept of self-reliance, the concept of mathematics teaching, problems and prospects of mathematics teaching…

Facilitation of Educational Process in a University (On the Example of Master's Program "Innovative Bank Strategies and Technologies")

ERIC Educational Resources Information Center

Bondarenko, Tatiana Grigorievna; Isaeva, Ekaterina Anatolievna

2016-01-01

Higher school reorganization requires significant restructuring not only of the content, but also of the technology of teaching the students, searching and using teaching tools, which are most suitable for the new educational paradigm and are aimed at interaction between research and teaching staff of a higher educational institution, students and…

A teaching skills assessment tool inspired by the Calgary-Cambridge model and the patient-centered approach.

PubMed

Sommer, Johanna; Lanier, Cédric; Perron, Noelle Junod; Nendaz, Mathieu; Clavet, Diane; Audétat, Marie-Claude

2016-04-01

The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research: (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary-Cambridge communication model) and teaching sessions. During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education. The content validation consisted of a literature review, expert opinion and the participatory research process. Interrater reliability was evaluated by three clinical teachers coding thirty audiotaped standardized learner-teacher interactions. This tool contains sixteen items covering the process and content of clinical supervisions. Descriptors define the expected teaching behaviors for three levels of competence. Interrater reliability was significant for eleven items (Kendall's coefficient p<0.05). This peer assessment tool has high reliability and can be used to facilitate the acquisition of teaching skills. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice

ERIC Educational Resources Information Center

Rubel, Laurie H.; Hall-Wieckert, Maren; Lim, Vivian Y.

2017-01-01

This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported…

Comparison of a Web-Based Teaching Tool and Traditional Didactic Learning for In Vitro Fertilization Patients: A Preliminary Randomized Controlled Trial.

PubMed

Vause, Tannys Dawn Reiko; Allison, David J; Vause, Tricia; Tekok-Kilic, Ayda; Ditor, David S; Min, Jason K

2018-05-01

The objective of this prospective RCT was to compare the efficacy of a web-based teaching tool to traditional didactic teaching in IVF patients. Forty women undergoing their first IVF cycle were randomly allocated to an interactive web-based teaching session or a nurse-led didactic teaching session. The primary outcome measure was participant knowledge regarding the IVF process, risks, and logistics assessed before and after the respective teaching session. Secondary outcomes included patient stress, assessed before and after the respective teaching session, and patient satisfaction, assessed following the respective teaching session and on the day of embryo transfer (following implementation of the teaching protocol). Both groups demonstrated similar and significant improvements in knowledge and stress after exposure to their respective teaching sessions. The web-based group was significantly more satisfied than the didactic teaching group. Web-based teaching was also shown to be equally effective for participants of high versus low income and education status for knowledge, stress, and satisfaction. This study provides preliminary support for the use of web-based teaching as an equally effective tool for increasing knowledge and reducing stress compared to traditional didactic teaching in IVF patients, with the added benefit of increased patient satisfaction. Copyright © 2018 Society of Obstetricians and Gynaecologists of Canada. Published by Elsevier Inc. All rights reserved.

TeachEnG: a Teaching Engine for Genomics.

PubMed

Kim, Minji; Kim, Yeonsung; Qian, Lei; Song, Jun S

2017-10-15

Bioinformatics is a rapidly growing field that has emerged from the synergy of computer science, statistics and biology. Given the interdisciplinary nature of bioinformatics, many students from diverse fields struggle with grasping bioinformatic concepts only from classroom lectures. Interactive tools for helping students reinforce their learning would be thus desirable. Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concepts in sequence alignment and phylogenetic tree reconstruction. Our instructional games allow students to align sequences by hand, fill out the dynamic programming matrix in the Needleman-Wunsch global sequence alignment algorithm, and reconstruct phylogenetic trees via the maximum parsimony, Unweighted Pair Group Method with Arithmetic mean (UPGMA) and Neighbor-Joining algorithms. With an easily accessible interface and instant visual feedback, TeachEnG will help promote active learning in bioinformatics. TeachEnG is freely available at http://teacheng.illinois.edu. The source code is available from https://github.com/KnowEnG/TeachEnG under the Artistic License 2.0. It is written in JavaScript and compatible with Firefox, Safari, Chrome and Microsoft Edge. songj@illinois.edu. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

Student engagement in pharmacology courses using online learning tools.

PubMed

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

2013-08-12

To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

Student Engagement in Pharmacology Courses Using Online Learning Tools

PubMed Central

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

2013-01-01

Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

Using the Interactive Learning Environment Aplusix for Teaching and Learning School Algebra: A Research Experiment in a Middle School

ERIC Educational Resources Information Center

Hadjerrouit, Said

2011-01-01

Most software tools that have been developed with the aim of helping students to learn school algebra have not yet achieved successful results in classroom. Almost all of them are menu-based systems that provide transformation rules in menus and buttons. Aplusix is a new interactive software tool for learning school algebra. In contrast to…

LIVING SHORES GALLERY MX964015

EPA Science Inventory

An interactive computer kiosk will allow the Texas State Aquarium to deliver a considerable amount of information in an efficient and highly effective manner. Touch screen interactives have proven to be excellent teaching tools in the Aquarium's Jellies: Floating Phantoms galler...

Teaching earth science

USGS Publications Warehouse

Alpha, Tau Rho; Diggles, Michael F.

1998-01-01

This CD-ROM contains 17 teaching tools: 16 interactive HyperCard 'stacks' and a printable model. They are separated into the following categories: Geologic Processes, Earthquakes and Faulting, and Map Projections and Globes. A 'navigation' stack, Earth Science, is provided as a 'launching' place from which to access all of the other stacks. You can also open the HyperCard Stacks folder and launch any of the 16 stacks yourself. In addition, a 17th tool, Earth and Tectonic Globes, is provided as a printable document. Each of the tools can be copied onto a 1.4-MB floppy disk and distributed freely.

Teaching Deaf-Blind People to Communicate and Interact with the Public: Critical Issues for Travelers Who Are Deaf-Blind

ERIC Educational Resources Information Center

Bourquin, Eugene; Sauerburger, Dona

2005-01-01

Travelers with dual sensory losses present the rehabilitation professional with additional tasks and responsibilities that expand the instructional curriculum. Effective instruction in rehabilitation and orientation and mobility includes teaching strategies and tools for dealing with unfamiliar people through "communication" (conveying…

An Interactive Multimedia Dichotomous Key for Teaching Plant Identification

ERIC Educational Resources Information Center

Jacquemart, Anne-Laure; Lhoir, Pierre; Binard, Fabian; Descamps, Charlotte

2016-01-01

Teaching plant identification includes demonstrating how to use dichotomous keys; this requires knowledge of numerous botanical terms and can be challenging, confusing and frustrating for students. Here, we developed a multimedia tool to help students (1) learn botanical terms, (2) practice, train and test their knowledge of plant identification…

Teach Astronomy: An Educational Resource for Formal and Informal Learners

NASA Astrophysics Data System (ADS)

Impey, Chris David

2018-01-01

Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

Earth Observation oriented teaching materials development based on OGC Web services and Bashyt generated reports

NASA Astrophysics Data System (ADS)

Stefanut, T.; Gorgan, D.; Giuliani, G.; Cau, P.

2012-04-01

Creating e-Learning materials in the Earth Observation domain is a difficult task especially for non-technical specialists who have to deal with distributed repositories, large amounts of information and intensive processing requirements. Furthermore, due to the lack of specialized applications for developing teaching resources, technical knowledge is required also for defining data presentation structures or in the development and customization of user interaction techniques for better teaching results. As a response to these issues during the GiSHEO FP7 project [1] and later in the EnviroGRIDS FP7 [2] project, we have developed the eGLE e-Learning Platform [3], a tool based application that provides dedicated functionalities to the Earth Observation specialists for developing teaching materials. The proposed architecture is built around a client-server design that provides the core functionalities (e.g. user management, tools integration, teaching materials settings, etc.) and has been extended with a distributed component implemented through the tools that are integrated into the platform, as described further. Our approach in dealing with multiple transfer protocol types, heterogeneous data formats or various user interaction techniques involve the development and integration of very specialized elements (tools) that can be customized by the trainers in a visual manner through simple user interfaces. In our concept each tool is dedicated to a specific data type, implementing optimized mechanisms for searching, retrieving, visualizing and interacting with it. At the same time, in each learning resource can be integrated any number of tools, through drag-and-drop interaction, allowing the teacher to retrieve pieces of data of various types (e.g. images, charts, tables, text, videos etc.) from different sources (e.g. OGC web services, charts created through Bashyt application, etc.) through different protocols (ex. WMS, BASHYT API, FTP, HTTP etc.) and to display them all together in a unitary manner using the same visual structure [4]. Addressing the High Power Computation requirements that are met while processing environmental data, our platform can be easily extended through tools that connect to GRID infrastructures, WCS web services, Bashyt API (for creating specialized hydrological reports) or any other specialized services (ex. graphics cluster visualization) that can be reached over the Internet. At run time, on the trainee's computer each tool is launched in an asynchronous running mode and connects to the data source that has been established by the teacher, retrieving and displaying the information to the user. The data transfer is accomplished directly between the trainee's computer and the corresponding services (e.g. OGC, Bashyt API, etc.) without passing through the core server platform. In this manner, the eGLE application can provide better and more responsive connections to a large number of users.

Interactive Video Courseware for Graphic Communications Teachers and Students.

ERIC Educational Resources Information Center

Sanders, Mark

1985-01-01

At Virginia Polytechnic Institute and State University, interactive video serves both as an instructional tool and a project for creative students in graphic communications. The package facilitates courseware development and teaches students simultaneously about microcomputer and video technology. (SK)

The Use of the Free, Open-Source Program Jmol To Generate an Interactive Web Site To Teach Molecular Symmetry

NASA Astrophysics Data System (ADS)

Cass, Marion E.; Rzepa, Henry S.

2005-11-01

Illustrating and manipulating molecules in three dimensions are some of the truly wonderful advantages that computer technologies offer to chemistry teachers. In the following article we discuss our use of the program Jmol for the presentation of interactive materials to teach molecular symmetry. Jmol is an open-source code program that is free to all users and thus ideally suited for the development of teaching materials. Three primary pedagogic goals have been at the forefront in the development of our site. Our first goal was to animate symmetry operations and include interactive tools. Our second goal was to provide a library of molecules for student exercises to supplement their study of symmetry, using generic HTML templates populated using automatic tools based on Javascript. Our third goal in the development of our site was to include International Chemical Identifiers (InChIs) for each molecule to introduce students and educators to a new mechanism for identifying molecular resources and enabling their discovery using the Web search engines.

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

NASA Astrophysics Data System (ADS)

Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

2014-07-01

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

ERIC Educational Resources Information Center

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

Evaluation of a Teaching Tool--Wiki--in Online Graduate Education

ERIC Educational Resources Information Center

Park, Caroline L.; Crocker, Cheryl; Nussey, Janice; Springate, Joyce; Hutchings, Darlene

2010-01-01

This study provides information on ways to enhance learning for students using online educational programs. Technologies that foster and engage students in the learning process are necessary in the online learning environment. Wiki is an online teaching strategy used to promote student interaction. A Wiki was introduced into three sections of a…

The Development of a Web-Based Virtual Environment for Teaching Qualitative Analysis of Structures

ERIC Educational Resources Information Center

O'Dwyer, D. W.; Logan-Phelan, T. M.; O'Neill, E. A.

2007-01-01

The current paper describes the design and development of a qualitative analysis course and an interactive web-based teaching and assessment tool called VSE (virtual structural environment). The widespread reliance on structural analysis programs requires engineers to be able to verify computer output by carrying out qualitative analyses.…

DanceChemistry: Helping Students Visualize Chemistry Concepts through Dance Videos

ERIC Educational Resources Information Center

Tay, Gidget C.; Edwards, Kimberly D.

2015-01-01

A visual aid teaching tool, the DanceChemistry video series, has been developed to teach fundamental chemistry concepts through dance. These educational videos portray chemical interactions at the molecular level using dancers to represent chemical species. Students reported that the DanceChemistry videos helped them visualize chemistry ideas in a…

Beyond Polls: Using Science and Student Data to Stimulate Learning

ERIC Educational Resources Information Center

Loepp, Eric D.

2018-01-01

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

Earth Observation from the International Space Station -Remote Sensing in Schools-

NASA Astrophysics Data System (ADS)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI tool). All materials and modules are developed based on the school curricular and can be used in lessons that are mainly based on self-reliant learning and require only minimal lead and instruction by the teacher. The poster presents new tools and strategies to educate pupils and to enhance their fascination of earth observation imagery in the light of problem-based learning in everyday school lessons.

A DGS Gesture Dictionary for Modelling on Mobile Devices

ERIC Educational Resources Information Center

Isotani, Seiji; Reis, Helena M.; Alvares, Danilo; Brandão, Anarosa A. F.; Brandão, Leônidas O.

2018-01-01

Interactive or Dynamic Geometry System (DGS) is a tool that help to teach and learn geometry using a computer-based interactive environment. Traditionally, the interaction with DGS is based on keyboard and mouse events where the functionalities are accessed using a menu of icons. Nevertheless, recent findings suggest that such a traditional model…

Sign Language for K-8 Mathematics by 3D Interactive Animation

ERIC Educational Resources Information Center

Adamo-Villani, Nicoletta; Doublestein, John; Martin, Zachary

2005-01-01

We present a new highly interactive computer animation tool to increase the mathematical skills of deaf children. We aim at increasing the effectiveness of (hearing) parents in teaching arithmetic to their deaf children, and the opportunity of deaf children to learn arithmetic via interactive media. Using state-of-the-art computer animation…

Understanding the Use of Interactive Whiteboards in Primary Science

ERIC Educational Resources Information Center

Sweeney, Trudy

2013-01-01

This paper explores the dimensions of change experienced by a specialist primary science teacher in Australia as she attempted to embed an interactive whiteboard into her practice as a tool to enhance interactive teaching and learning. This paper uses the theoretical frameworks of activity theory and the stages of concern to understand the…

Visualization and Interaction in Research, Teaching, and Scientific Communication

NASA Astrophysics Data System (ADS)

Ammon, C. J.

2017-12-01

Modern computing provides many tools for exploring observations, numerical calculations, and theoretical relationships. The number of options is, in fact, almost overwhelming. But the choices provide those with modest programming skills opportunities to create unique views of scientific information and to develop deeper insights into their data, their computations, and the underlying theoretical data-model relationships. I present simple examples of using animation and human-computer interaction to explore scientific data and scientific-analysis approaches. I illustrate how valuable a little programming ability can free scientists from the constraints of existing tools and can facilitate the development of deeper appreciation data and models. I present examples from a suite of programming languages ranging from C to JavaScript including the Wolfram Language. JavaScript is valuable for sharing tools and insight (hopefully) with others because it is integrated into one of the most powerful communication tools in human history, the web browser. Although too much of that power is often spent on distracting advertisements, the underlying computation and graphics engines are efficient, flexible, and almost universally available in desktop and mobile computing platforms. Many are working to fulfill the browser's potential to become the most effective tool for interactive study. Open-source frameworks for visualizing everything from algorithms to data are available, but advance rapidly. One strategy for dealing with swiftly changing tools is to adopt common, open data formats that are easily adapted (often by framework or tool developers). I illustrate the use of animation and interaction in research and teaching with examples from earthquake seismology.

Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.

PubMed

Thompson, Marilyn E; Ford, Ruth; Webster, Andrew

2011-01-01

Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size.

Technology-Supported Mathematics Environments: Telecollaboration in a Secondary Statistics Classroom

ERIC Educational Resources Information Center

Staley, John; Moyer-Packenham, Patricia; Lynch, Monique C.

2005-01-01

The Internet, an exciting and radically different medium infiltrating pop culture, business, and education, is also a powerful educational tool with teaching and learning potential for mathematics. Web-based instructional tools allow students and teachers to actively and interactively participate in the learning process (Lynch, Moyer, Frye & Suh,…

Academic perceptions amongst educators towards eLearning tools in dental education.

PubMed

Handal, Boris; Groenlund, Catherine; Gerzina, Tania

2011-04-01

This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. © 2011 FDI World Dental Federation.

Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3

ERIC Educational Resources Information Center

Puerling, Brian

2012-01-01

Integrate technology into your classroom and help children develop skills they need as they learn and grow. Technology is rapidly changing the ways we live our lives and interact with the world. It's also changing how you teach. Technology can enhance your classroom's complete curriculum and assessment and help you create and capture meaningful…

Handling Math Expressions in Economics: Recoding Spreadsheet Teaching Tool of Growth Models

ERIC Educational Resources Information Center

Moro-Egido, Ana I.; Pedauga, Luis E.

2017-01-01

In the present paper, we develop a teaching methodology for economic theory. The main contribution of this paper relies on combining the interactive characteristics of spreadsheet programs such as Excel and Unicode plain-text linear format for mathematical expressions. The advantage of Unicode standard rests on its ease for writing and reading…

Build an Interactive Word Wall

ERIC Educational Resources Information Center

Jackson, Julie

2018-01-01

Word walls visually display important vocabulary covered during class. Although teachers have often been encouraged to post word walls in their classrooms, little information is available to guide them. This article describes steps science teachers can follow to transform traditional word walls into interactive teaching tools. It also describes a…

Designing learning environments to teach interactive Quantum Physics

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; Swagten, Henk J. M.

2012-10-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

An Interactive Educational Tool for Compressible Aerodynamics

NASA Technical Reports Server (NTRS)

Benson, Thomas J.

1994-01-01

A workstation-based interactive educational tool was developed to aid in the teaching of undergraduate compressible aerodynamics. The tool solves for the supersonic flow past a wedge using the equations found in NACA 1135. The student varies the geometry or flow conditions through a graphical user interface and the new conditions are calculated immediately. Various graphical formats present the variation of flow results to the student. One such format leads the student to the generation of some of the graphs found in NACA-1135. The tool includes interactive questions and answers to aid in both the use of the tool and to develop an understanding of some of the complexities of compressible aerodynamics. A series of help screens make the simulator easy to learn and use. This paper will detail the numerical methods used in the tool and describe how it can be used and modified.

Social Media Tools for Teaching and Learning

ERIC Educational Resources Information Center

Wagner, Ronald

2011-01-01

According to Wikipedia, "social media is the media designed to be disseminated through social interaction, created using highly accessible scalable techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue." Social networks, such as Facebook and Twitter, contain millions of members who…

Interactive Music Video Games and Children's Musical Development

ERIC Educational Resources Information Center

Gower, Lily; McDowall, Janet

2012-01-01

Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist…

Creating New Mathematical Applications Utilizing SMART Table

ERIC Educational Resources Information Center

Seals, Cheryl D.; Swanier, Cheryl S.; Nyagwencha, Justus Nyamweya; Cagle, Ashley L.; Houser, Navorro

2011-01-01

SMART Technologies is leading the way for interactive learning, through their many different tools. The SMART Table is a multi-user, multi-touch interactive interface that not only teaches children different concepts in fun ways (Steurer P., 2003), but it also inspires cooperative competition. In Alabama, the state curriculum for kindergarten…

Using Interactive Software to Teach Foundational Mathematical Skills

ERIC Educational Resources Information Center

Lysenko, Larysa; Rosenfield, Steven; Dedic, Helena; Savard, Annie; Idan, Einat; Abrami, Philip C.; Wade, C. Anne; Naffi, Nadia

2016-01-01

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, "Number Concept," was fully…

An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421

The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

ERIC Educational Resources Information Center

Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

2018-01-01

This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

ERIC Educational Resources Information Center

Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

2016-01-01

Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

Fictional Narratives as Didactical Tools: Using Frank McCourt's "Teacher Man" in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Mottart, Andre; Vanhooren, Steven; Rutten, Kris; Soetaert, Ronald

2009-01-01

In this article we describe a teaching project that focuses on the introduction of fictional narratives as basis for critical reflection about major issues in the teaching profession. Our main aim is to help pre-service teachers to make appropriate decisions at particular moments of interaction in their classroom. From a theoretical perspective we…

Teaching the Interrelationship between Stress, Emotions, and Cardiovascular Risk Using a Classic Paper by Walter Cannon

ERIC Educational Resources Information Center

Gwirtz, Patricia A.

2008-01-01

Classroom discussion of the classic article by Walter B. Cannon in 1914, entitled "The emergency function of the adrenal medulla in pain and the major emotions," is an excellent tool to teach graduate students the interaction between stress, emotions, and cardiovascular function. Using this article, we are able to review important early research…

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.

Weather Observers: A Manipulative Augmented Reality System for Weather Simulations at Home, in the Classroom, and at a Museum

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Lin, Chien-Yu; Wang, Yau-Zng

2016-01-01

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit "Understanding Weather" in a…

Project ITCH: Interactive Digital Simulation in Electrical Engineering Education.

ERIC Educational Resources Information Center

Bailey, F. N.; Kain, R. Y.

A two-stage project is investigating the educational potential of a low-cost time-sharing system used as a simulation tool in Electrical Engineering (EE) education. Phase I involves a pilot study and Phase II a full integration. The system employs interactive computer simulation to teach engineering concepts which are not well handled by…

Social Interaction Strategies and Techniques for Today's Classrooms

ERIC Educational Resources Information Center

Saurino, Dan R.; Saurino, Penelope; Clemente, Robert

2009-01-01

An emerging research tool used in recent years to better understand and improve teacher thinking has been the use of collaboration and collaborative action research. In our study, we were interested in whether teachers could enhance the learning of their subjects through the use of teaching techniques and strategies involving social interaction.…

Integrated Interactive Chart as a Tool for Teaching Metabolic Pathways

ERIC Educational Resources Information Center

Kalogiannis, Stavros; Pagkalos, Ioannis; Koufoudakis, Panagiotis; Dashi, Ino; Pontikeri, Kyriaki; Christodoulou, Constantina

2014-01-01

An interactive chart of energy metabolism with didactic function, complementary to the already existing metabolic maps, located at the URL www.metpath.teithe.gr is being presented. The chart illustrates the major catabolic and biosynthetic pathways of glucose, fatty acids, and aminoacids, individually as well as in an integrated view. For every…

Integrative Metabolism: An Interactive Learning Tool for Nutrition, Biochemistry, and Physiology

ERIC Educational Resources Information Center

Carey, Gale

2010-01-01

Metabolism is a dynamic, simultaneous, and integrative science that cuts across nutrition, biochemistry, and physiology. Teaching this science can be a challenge. The use of a scenario-based, visually appealing, interactive, computer-animated CD may overcome the limitations of learning "one pathway at a time" and engage two- and…

Making English Accessible: Using ELECTRONIC NETWORKS FOR INTERACTION (ENFI) in the Classroom.

ERIC Educational Resources Information Center

Peyton, Joy Kreeft; French, Martha

Electronic Networks for Interaction (ENFI), an instructional tool for teaching reading and writing using computer technology, improves the English reading and writing of deaf students at all educational levels. Chapters address these topics: (1) the origins of the technique; (2) how ENFI works in the classroom and laboratory (software, lab…

Interactive Digital Signal Processor

NASA Technical Reports Server (NTRS)

Mish, W. H.

1985-01-01

Interactive Digital Signal Processor, IDSP, consists of set of time series analysis "operators" based on various algorithms commonly used for digital signal analysis. Processing of digital signal time series to extract information usually achieved by applications of number of fairly standard operations. IDSP excellent teaching tool for demonstrating application for time series operators to artificially generated signals.

Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

ERIC Educational Resources Information Center

McAndrews, Gina M.; Mullen, Russell E.; Chadwick, Scott A.

2005-01-01

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the…

Perceptions of the IWB for Second Language Teaching and Learning: The iTILT Project

ERIC Educational Resources Information Center

Whyte, Shona; Beauchamp, Gary; Hillier, Emily

2012-01-01

Recent emphasis on target language interaction in task-based, technologymediated language classrooms makes the interactive whiteboard (IWB) an attractive tool: it constitutes a "digital hub" particularly suited to younger learners who require greater visual support and active learning. However, recent research in UK and French primary…

BridgeUP: STEM and Learning Astrophysics Interactively

NASA Astrophysics Data System (ADS)

Hernandez, Betsy; Geogdzhayeva, Maria; Beltre, Chasity; Ocasio, Adrienne; Skarbinski, Maya; Zbib, Daniela; Swar, Prachi; Mac Low, Mordecai

2018-01-01

BridgeUP: STEM is an initiative responding to the gender and opportunity gaps that exist in the STEM pipeline for women, girls, and under-resourced youth. The program engages high school girls in experiences at the intersection of computer science, scientific research, and visualization that will position them to succeed and lead in these fields. Students work on projects closely aligned with research taking place at the American Museum of Natural History. One of the current astronomy research projects at the museum simulates migration of black holes in active galactic nucleus disks using the Pencil Code. The work presented here focuses on interactive tools used to teach dynamical concepts pertaining to this project. These include Logger Pro, along with Vernier equipment, PhET Interactive Simulations, and Python. Throughout the internship, students also learn qualitative astrophysics via presentations, animations and videos. We discuss the success of utilizing the aforementioned tools in teaching, as well as showing work conducted by the six current students participating in this Astronomy research project.

The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

NASA Astrophysics Data System (ADS)

Made Rajendra, I.; Made Sudana, I.

2018-01-01

Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.

Interactive Ice Sheet Flowline Model for High School and College Students

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Rezvanbehbahani, S.; Shankar, S.

2017-12-01

Teaching about climate and climate change is conceptually challenging. While teaching tools and lesson plans are rapidly evolving to help teachers and students improve their understanding of climate processes, there are very few tools targeting ice sheet and glacier dynamics. We have built an interactive ice sheet model that allows students to explore how Antarctic glaciers respond to different climate perturbations. Interactive models offer advantages that are hard to obtain in traditional classroom settings; users can systematically investigate hypothetical situations, explore the effects of modifying systems, and repeatedly observe how systems interrelate. As a result, this project provides a much-needed bridge between the data and models used by the scientific community and students in high school and college. We target our instructional and assessment activities to three high school and college students with the overall aim of increasing understanding of ice sheet dynamics and the different ways that ice sheets are impacted by climate change, while also improving their fundamental math skills.

Free and Innovative Teaching Resources for STEM Educators

NASA Astrophysics Data System (ADS)

Weber, W. J.; McWhirter, J.; Dirks, D.

2014-12-01

The Unidata Program Center has implemented a teaching resource facility that allows educators to create, access, and share collections of resource material related to atmospheric, oceanic, and other earth system phenomena. While the facility can manage almost any type of electronic resource, it is designed with scientific data and products, teaching tools such as lesson plans and guided exercises, and tools for displaying data in mind. In addition to being very easy for educators and students to access, the facility makes it simple for other educators and scientists to contribute content related to their own areas of expertise to the collection. This allows existing teaching resources to grow in depth and breadth over time, enhancing their relevance and providing insights from multiple disciplines. Based on the open-source RAMADDA content/data management framework, the teaching resource facility provides a variety of built-in services to analyze and display data, as well as support for Unidata's rich 3D client, the Interactive Data Viewer (IDV).

Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction

ERIC Educational Resources Information Center

Lorenzo, Arnold R.

2017-01-01

Technology offers various tools of improving the teaching -- learning process. It revolutionizes teaching from traditional face-to-face to distance and online learning. This study described and compared the performance of BSE II students in educational technology using the traditional face-to-face classroom interaction and the blended learning…

Gaming in Education: Using Games as a Support Tool to Teach History

ERIC Educational Resources Information Center

Zirawaga, Victor Samuel; Olusanya, Adeleye Idowu; Maduku, Tinovimbanashe

2017-01-01

The use of current and emerging tools in education is becoming a blistering topic among educators and educational institutions. Gaming in education may be viewed as an interference to learning but its role in education is to increase students' motivation and engagement, to enhance visual skills, to improve students' interaction and collaboration…

Interactivity Technologies to Improve the Learning in Classrooms through the Cloud

ERIC Educational Resources Information Center

Fardoun, Habib M.; Alghazzawi, Daniyal M.; Paules, Antonio

2018-01-01

In this paper, the authors present a cloud system that incorporate tools developed in HTML5 and JQuery technologies, which are offered to professors and students in the development of a teaching methodology called flipped classroom, where the theoretical content is usually delivered by video files and self-assessment tools that students can…

Capturing Your Students' Attention is Easier with this Month's Software Selections. Blue Ribbon Reviews

ERIC Educational Resources Information Center

Lindroth, Linda

2005-01-01

This article describes new presentation tools and game shows that can make the classroom into a learning stage. RM Easiteach Studio, a presentation software from RM Educational Software, provides teaching tools for use on any interactive whiteboard. Classroom Jeopardy[R] from Educational Insights includes a scoreboard/base control unit, three…

Freiburg RNA tools: a central online resource for RNA-focused research and teaching.

PubMed

Raden, Martin; Ali, Syed M; Alkhnbashi, Omer S; Busch, Anke; Costa, Fabrizio; Davis, Jason A; Eggenhofer, Florian; Gelhausen, Rick; Georg, Jens; Heyne, Steffen; Hiller, Michael; Kundu, Kousik; Kleinkauf, Robert; Lott, Steffen C; Mohamed, Mostafa M; Mattheis, Alexander; Miladi, Milad; Richter, Andreas S; Will, Sebastian; Wolff, Joachim; Wright, Patrick R; Backofen, Rolf

2018-05-21

The Freiburg RNA tools webserver is a well established online resource for RNA-focused research. It provides a unified user interface and comprehensive result visualization for efficient command line tools. The webserver includes RNA-RNA interaction prediction (IntaRNA, CopraRNA, metaMIR), sRNA homology search (GLASSgo), sequence-structure alignments (LocARNA, MARNA, CARNA, ExpaRNA), CRISPR repeat classification (CRISPRmap), sequence design (antaRNA, INFO-RNA, SECISDesign), structure aberration evaluation of point mutations (RaSE), and RNA/protein-family models visualization (CMV), and other methods. Open education resources offer interactive visualizations of RNA structure and RNA-RNA interaction prediction as well as basic and advanced sequence alignment algorithms. The services are freely available at http://rna.informatik.uni-freiburg.de.

Interactive simulations as teaching tools for engineering mechanics courses

NASA Astrophysics Data System (ADS)

Carbonell, Victoria; Romero, Carlos; Martínez, Elvira; Flórez, Mercedes

2013-07-01

This study aimed to gauge the effect of interactive simulations in class as an active teaching strategy for a mechanics course. Engineering analysis and design often use the properties of planar sections in calculations. In the stress analysis of a beam under bending and torsional loads, cross-sectional properties are used to determine stress and displacement distributions in the beam cross section. The centroid, moments and products of inertia of an area made up of several common shapes (rectangles usually) may thus be obtained by adding the moments of inertia of the component areas (U-shape, L-shape, C-shape, etc). This procedure is used to calculate the second moments of structural shapes in engineering practice because the determination of their moments of inertia is necessary for the design of structural components. This paper presents examples of interactive simulations developed for teaching the ‘Mechanics and mechanisms’ course at the Universidad Politecnica de Madrid, Spain. The simulations focus on fundamental topics such as centroids, the properties of the moment of inertia, second moments of inertia with respect to two axes, principal moments of inertia and Mohr's Circle for plane stress, and were composed using Geogebra software. These learning tools feature animations, graphics and interactivity and were designed to encourage student participation and engagement in active learning activities, to effectively explain and illustrate course topics, and to build student problem-solving skills.

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Astrophysics Data System (ADS)

Amirazodi, S.; Griffin, R.; Bugbee, K.; Ramachandran, R.; Weigel, A. M.

2016-12-01

This project created a workbook which teaches Earth Science education undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. the US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication of results; and foster a greater awareness of publically available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Technical Reports Server (NTRS)

Amirazodi, Sara; Griffin, Robert; Bugbee, Kaylin; Ramachandran, Rahul; Weigel, Amanda

2016-01-01

This project created a workbook which teaches Earth Science to undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, and Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. The US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication results; and foster a greater awareness of publicly available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

NASA Astrophysics Data System (ADS)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Virtual temporal bone: an interactive 3-dimensional learning aid for cranial base surgery.

PubMed

Kockro, Ralf A; Hwang, Peter Y K

2009-05-01

We have developed an interactive virtual model of the temporal bone for the training and teaching of cranial base surgery. The virtual model was based on the tomographic data of the Visible Human Project. The male Visible Human's computed tomographic data were volumetrically reconstructed as virtual bone tissue, and the individual photographic slices provided the basis for segmentation of the middle and inner ear structures, cranial nerves, vessels, and brainstem. These structures were created by using outlining and tube editing tools, allowing structural modeling either directly on the basis of the photographic data or according to information from textbooks and cadaver dissections. For training and teaching, the virtual model was accessed in the previously described 3-dimensional workspaces of the Dextroscope or Dextrobeam (Volume Interactions Pte, Ltd., Singapore), whose interfaces enable volumetric exploration from any perspective and provide virtual tools for drilling and measuring. We have simulated several cranial base procedures including approaches via the floor of the middle fossa and the lateral petrous bone. The virtual model suitably illustrated the core facts of anatomic spatial relationships while simulating different stages of bone drilling along a variety of surgical corridors. The system was used for teaching during training courses to plan and discuss operative anatomy and strategies. The Virtual Temporal Bone and its surrounding 3-dimensional workspace provide an effective way to study the essential surgical anatomy of this complex region and to teach and train operative strategies, especially when used as an adjunct to cadaver dissections.

A Survey of Videodisc Technology.

DTIC Science & Technology

1985-12-01

store images and the microcomputer is used as an interactive and management tool , makes for a powerful teaching system. General Motors was the first...videodisc are used for archival storage of documents. * IBM uses videodisc in over 180 branch offices where they are used both as a presentation tool and to...provide reference material. IBM is also currently working on a videodisc project as a direct training tool for mainten- ance of their computers. A

Innovation in ethics and professionalism course: Early experience with portfolio-workbook.

PubMed

Shamim, Muhammad Shahid; Zubairi, Nadeem Alam; Sayed, Mohamad Hesham; Gazzaz, Zohair Jamil

2016-09-01

To analyse students' perception regarding the use of portfolio-workbook in ethics course. This mixed method study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, in 2014, and comprised fourth-year medical students. The "portfolio-workbook", developed on principles of cognitive load and guided learning theories, contained essential reading material. Learning sessions were also facilitated by teaching tools like role-plays, movie/video clips, vignettes, etc., followed by reflective writing exercises. Feedback questionnaire with open- and closed-ended questions was used to collect data. Quantitative data was analysed for frequencies and percentages. Content analysis was conducted for the open-ended responses. Of the 20 participants, 10(50%) considered using portfolio-workbook as difficult initially. However, on completion of module 16(80%) found it easy. Moreover, 17(85%) appreciated it as a learning tool. Besides, 19(95%) students found teaching videos and 13(65%) found open discussions as effective learning tools. Portfolio-workbook as an assessment tool was preferred by 19(95%) students. The use of portfolio-workbook in teaching ethics to undergraduates was found to be encouraging as it generated interest and interaction.

Transitioning from Traditional Courses to Technologically Supported Classrooms. IDEA Paper #62

ERIC Educational Resources Information Center

Proctor, Janice; Bumgardner, Tiffany

2016-01-01

This paper focuses on the authors' experiences teaching on Ohio University's Learning Network (OULN), which uses interactive television and real-time face-to-face interaction as a distance-education (DE) delivery tool. One of the authors is a sociology professor, and the other is her former student and an experienced OULN system operator. The…

A Complete Interactive Graphical Computer-Aided Instruction System.

ERIC Educational Resources Information Center

Abrams, Steven Selby

The use of interactive graphics in computer-aided instruction systems is discussed with emphasis placed on two requirements of such a system. The first is the need to provide the teacher with a useful tool with which to design and modify teaching sessions tailored to the individual needs and capabilities of the students. The second is the…

Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

ERIC Educational Resources Information Center

Yoder, G.; Cook, J.

2010-01-01

Interactive lecture demonstrations (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton. We have used the…

Patterns of non-verbal social interactions within intensive mathematics intervention contexts

NASA Astrophysics Data System (ADS)

Thomas, Jonathan Norris; Harkness, Shelly Sheats

2016-06-01

This study examined the non-verbal patterns of interaction within an intensive mathematics intervention context. Specifically, the authors draw on social constructivist worldview to examine a teacher's use of gesture in this setting. The teacher conducted a series of longitudinal teaching experiments with a small number of young, school-age children in the context of early arithmetic development. From these experiments, the authors gathered extensive video records of teaching practice and, from an inductive analysis of these records, identified three distinct patterns of teacher gesture: behavior eliciting, behavior suggesting, and behavior replicating. Awareness of their potential to influence students via gesture may prompt teachers to more closely attend to their own interactions with mathematical tools and take these teacher interactions into consideration when forming interpretations of students' cognition.

Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

ERIC Educational Resources Information Center

Jones, Brett D.; Setareh, Mehdi; Polys, Nicholas F.; Bacim, Felipe

2014-01-01

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of…

Oral Proficiency Teaching with WebCERF and Skype: Scenarios for Online Production and Interaction Tasks

ERIC Educational Resources Information Center

Jager, Sake; Meima, Estelle; Oggel, Gerdientje

2013-01-01

This article reports our findings on using WebCEF as a CEFR familiarization and self-assessment tool for oral proficiency. Furthermore, we outline how we have implemented Skype as a tool for telecollaboration in our language programmes. The primary purpose of our study was to explore how students and teachers would perceive the potential benefits…

Tips for using mobile audience response systems in medical education

PubMed Central

Gousseau, Michael; Sommerfeld, Connor; Gooi, Adrian

2016-01-01

Background With growing evidence on the benefits of active learning, audience response systems (ARSs) have been increasingly used in conferences, business, and education. With the introduction of mobile ARS as an alternative to physical clickers, there are increasing opportunities to use this tool to improve interactivity in medical education. Aim The aim of this study is to provide strategies on using mobile ARS in medical education by discussing steps for implementation and pitfalls to avoid. Method The tips presented reflect our commentary of the literature and our experiences using mobile ARS in medical education. Results This article offers specific strategies for the preparation, implementation, and assessment of medical education teaching sessions using mobile ARS. Conclusion We hope these tips will help instructors use mobile ARS as a tool to improve student interaction, teaching effectiveness, and participant enjoyment in medical education. PMID:27942242

Enter Sandbox

NASA Astrophysics Data System (ADS)

Clucas, T.; Wirth, G. S.

2015-12-01

Interactive geospatial education tools can excite students and public audiences alike. Alaska EPSCoR and UAF GINA have taken one such tool - an augmented-reality sandbox invented at UC-Davis - and created a completely mobile version, which can be easily transported and deployed on and off the road system. In addition, EPSCoR has developed model curricula that use the sandbox to teach basic topography and hydrology skills. More advanced curricular modules in development will teach about flooding, tsunamis, and other hydrologic and landscape hazards. Instructions on building a mobile sandbox, curricula, and video of the sandbox in action are available at www.alaska.edu/epscor/Augmented-Reality%20Sandbox/

Immersive virtual reality as a teaching tool for neuroanatomy.

PubMed

Stepan, Katelyn; Zeiger, Joshua; Hanchuk, Stephanie; Del Signore, Anthony; Shrivastava, Raj; Govindaraj, Satish; Iloreta, Alfred

2017-10-01

Three-dimensional (3D) computer modeling and interactive virtual reality (VR) simulation are validated teaching techniques used throughout medical disciplines. Little objective data exists supporting its use in teaching clinical anatomy. Learner motivation is thought to limit the rate of utilization of such novel technologies. The purpose of this study is to evaluate the effectiveness, satisfaction, and motivation associated with immersive VR simulation in teaching medical students neuroanatomy. Images of normal cerebral anatomy were reconstructed from human Digital Imaging and Communications in Medicine (DICOM) computed tomography (CT) imaging and magnetic resonance imaging (MRI) into 3D VR formats compatible with the Oculus Rift VR System, a head-mounted display with tracking capabilities allowing for an immersive VR experience. The ventricular system and cerebral vasculature were highlighted and labeled to create a focused interactive model. We conducted a randomized controlled study with 66 medical students (33 in both the control and experimental groups). Pertinent neuroanatomical structures were studied using either online textbooks or the VR interactive model, respectively. We then evaluated the students' anatomy knowledge, educational experience, and motivation (using the Instructional Materials Motivation Survey [IMMS], a previously validated assessment). There was no significant difference in anatomy knowledge between the 2 groups on preintervention, postintervention, or retention quizzes. The VR group found the learning experience to be significantly more engaging, enjoyable, and useful (all p < 0.01) and scored significantly higher on the motivation assessment (p < 0.01). Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy. © 2017 ARS-AAOA, LLC.

Interactive algorithms for teaching and learning acute medicine in the network of medical faculties MEFANET.

PubMed

Schwarz, Daniel; Štourač, Petr; Komenda, Martin; Harazim, Hana; Kosinová, Martina; Gregor, Jakub; Hůlek, Richard; Smékalová, Olga; Křikava, Ivo; Štoudek, Roman; Dušek, Ladislav

2013-07-08

Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies. We present the education portal AKUTNE.CZ as an important part of the MEFANET's content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues. Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students' attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013. In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends. The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).

Interactive Algorithms for Teaching and Learning Acute Medicine in the Network of Medical Faculties MEFANET

PubMed Central

Štourač, Petr; Komenda, Martin; Harazim, Hana; Kosinová, Martina; Gregor, Jakub; Hůlek, Richard; Smékalová, Olga; Křikava, Ivo; Štoudek, Roman; Dušek, Ladislav

2013-01-01

Background Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies. Objective We present the education portal AKUTNE.CZ as an important part of the MEFANET’s content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues. Methods Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students’ attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013. Results In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends. Conclusions The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors). PMID:23835586

TNEEL workshop. Interactive methods for teaching end-of-life care.

PubMed

Wilkie, Diana J; Lin, Yu-Chuan; Judge, M Kay M; Shannon, Sarah E; Corless, Inge B; Farber, Stuart J; Brown, Marie-Annette

2004-01-01

Nurse educators have identified lack of end-of-life content as a serious deficit in undergraduate nursing education. TNEEL, a new software program with tools for teaching end-of-life topics, was created to help educators overcome this problem. The authors implemented an experiential workshop to help educators learn how to use TNEEL's wide variety of educational tools. Trainers provided information about TNEEL and coached participants (N = 94) as they practiced using laptop computers to increase their familiarity and comfort in using the toolkit. Workshop participants completed pre- and posttest evaluations addressing their opinions and beliefs about using this computer tool. Findings support the workshop as an effective way to facilitate adoption of this innovative educational resource and support the development of a nation-wide training plan for TNEEL with experiential workshops.

Interactional Practices Used in the Teaching of Conflict Prevention and Resolution Skills in an Innovative Safe School Program at an Elementary School

ERIC Educational Resources Information Center

Shin, Annalise Grace

2010-01-01

Within the framework of language socialization, this dissertation uses conversation analytic and ethnographic methods to examine the interactional practices used by the adult safe school educator at a progressive elementary school to socialize students into beliefs and practices associated with the school's Cool Tools Safe School Program. Cool…

A Safe and Interactive Method of Illuminating Discharge Tubes for Studying Emission Spectra

ERIC Educational Resources Information Center

Lu, Zhe

2012-01-01

Discharge tubes are useful tools for teaching emission spectra and the discrete energy levels of the Bohr model. A new setup uses a plasma globe to illuminate the discharge tube and allows a higher degree of interactivity owing to the omission of a traditional, high-voltage power source. The decreased power consumption also reduces the heating of…

‘Gamma Anna’: a classroom demonstration for teaching the concepts of gamma imaging

NASA Astrophysics Data System (ADS)

Wolff, Nicola; Griffiths, Jennifer; Yerworth, Rebecca

2017-01-01

Gamma imaging is at the interface of medicine and physics and thus its teaching is important in both fields. Pedagogic literature highlights the benefits of interactive demonstrations in teaching: an increase in enjoyment and interest, as well as improvement in academic achievement. However gamma imaging uses radioactive sources, which are potentially dangerous and thus their use is tightly controlled. We have developed a demonstration which uses a localised exothermic reaction within a rag doll as an analogue of radioactivity. This can be safely used in classrooms to demonstrate the principles of gamma imaging. The tool is easy to make, cheap, robust and portable. The supplementary material in this paper gives teacher notes and a description of how to make the rag doll demonstrator. We have tested the tool using six participants, acting as ‘teachers’, who carried out the demonstration and described the doll as easy to use, and the ‘tumour’ clearly identifiable. The teaching tool was separately demonstrated to a group of 12 GCSE physics students and a group of 12 medical students. Feedback showed increased student engagement, enjoyment and understanding of gamma imaging. Previous research has shown that these benefits have an impact on learning and academic outcomes.

Speech, stone tool-making and the evolution of language.

PubMed

Cataldo, Dana Michelle; Migliano, Andrea Bamberg; Vinicius, Lucio

2018-01-01

The 'technological hypothesis' proposes that gestural language evolved in early hominins to enable the cultural transmission of stone tool-making skills, with speech appearing later in response to the complex lithic industries of more recent hominins. However, no flintknapping study has assessed the efficiency of speech alone (unassisted by gesture) as a tool-making transmission aid. Here we show that subjects instructed by speech alone underperform in stone tool-making experiments in comparison to subjects instructed through either gesture alone or 'full language' (gesture plus speech), and also report lower satisfaction with their received instruction. The results provide evidence that gesture was likely to be selected over speech as a teaching aid in the earliest hominin tool-makers; that speech could not have replaced gesturing as a tool-making teaching aid in later hominins, possibly explaining the functional retention of gesturing in the full language of modern humans; and that speech may have evolved for reasons unrelated to tool-making. We conclude that speech is unlikely to have evolved as tool-making teaching aid superior to gesture, as claimed by the technological hypothesis, and therefore alternative views should be considered. For example, gestural language may have evolved to enable tool-making in earlier hominins, while speech may have later emerged as a response to increased trade and more complex inter- and intra-group interactions in Middle Pleistocene ancestors of Neanderthals and Homo sapiens; or gesture and speech may have evolved in parallel rather than in sequence.

Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects

ERIC Educational Resources Information Center

Wuttisela, Karntarat; Wuttiprom, Sura; Phonchaiya, Sonthi; Saengsuwan, Sayant

2016-01-01

Peer assessment was one of the most effective strategies to improve students' understanding, metacognitive skills, and social interaction. An online tool, "Designing for Learning and Portfolio (D4L+P)", was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This…

Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Blended E-learning in a Web-based virtual hospital: a useful tool for undergraduate education in urology.

PubMed

Horstmann, M; Renninger, M; Hennenlotter, J; Horstmann, C C; Stenzl, A

2009-08-01

E-learning is a teaching tool used successfully in many medical subspecialties. Experience with its use in urology, however, is scarce. We present our teaching experience with the INMEDEA simulator to teach urological care to medical students. The INMEDEA simulator is an interactive e-learning system built around a virtual hospital which includes a department of urology. It allows students to solve virtual patient cases online. In this study, students were asked to prepare two urological cases prior to discussion of the cases in small groups. This blended teaching approach was evaluated by students through anonymous questionnaires. Of 70 4th year medical students 76% judged this teaching method as good or very good. Eighty-seven percent felt that it offered a good way to understand urological diseases better and 72% felt that learning with this method was fun. Nevertheless, 30 out of 70 free text statements revealed that further improvements of the program, including an easier and more comfortable navigation and a faster supply of information are necessary. Virtual patient cases offer a practicable solution for teaching based on problem solving in urology with a high acceptance rate by students.

PhET Interactive Simulations: Transformative Tools for Teaching Chemistry

ERIC Educational Resources Information Center

Moore, Emily B.; Chamberlain, Julia M.; Parson, Robert; Perkins, Katherine K.

2014-01-01

Developing fluency across symbolic-, macroscopic-, and particulate-level representations is central to learning chemistry. Within the chemistry education community, animations and simulations that support multi-representational fluency are considered critical. With advances in the accessibility and sophistication of technology,…

Education modules using EnviroAtlas (#2)

EPA Science Inventory

Session Title #1: Exploration and Discovery through Maps: Teaching Science with Technology. Online maps have the power to spark student interest and bring students closer to their local natural environments. EnviroAtlas is an interactive, web-based tool that was designed by the...

Education modules using EnviroAtlas

EPA Science Inventory

Proposal #1: Exploration and Discovery through Maps: Teaching Science with Technology (Elementary)Online maps have the power to bring students closer to their local natural environments. EnviroAtlas is an interactive, web-based tool that was designed by the EPA and its partners ...

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

NASA Astrophysics Data System (ADS)

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

2011-12-01

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students' misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project's design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.

Learning management system and e-learning tools: an experience of medical students' usage and expectations.

PubMed

Back, David A; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P; Sostmann, Kai; Peters, Harm

2016-08-20

To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.

Learning management system and e-learning tools: an experience of medical students' usage and expectations

PubMed Central

Back, David A.; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P.; Sostmann, Kai

2016-01-01

Objectives To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. Methods A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. Results The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). Conclusions It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students. PMID:27544782

An Interactive Learning Environment for Teaching the Imperative and Object-Oriented Programming Techniques in Various Learning Contexts

NASA Astrophysics Data System (ADS)

Xinogalos, Stelios

The acquisition of problem-solving and programming skills in the era of knowledge society seems to be particularly important. Due to the intrinsic difficulty of acquiring such skills various educational tools have been developed. Unfortunately, most of these tools are not utilized. In this paper we present the programming microworlds Karel and objectKarel that support the procedural-imperative and Object-Oriented Programming (OOP) techniques and can be used for supporting the teaching and learning of programming in various learning contexts and audiences. The paper focuses on presenting the pedagogical features that are common to both environments and mainly on presenting the potential uses of these environments.

Interactive iPhone/iPad App for Increased Tympanic Membrane Familiarity.

PubMed

Samra, Sheena; Wu, Andrew; Redleaf, Miriam

2016-12-01

Otology relies on clinical examination to teach anatomy of the ear. The purpose of this report is to introduce the Buckingham Virtual Tympanum iPhone app as an adjuvant educational tool to teach the anatomical details of the tympanic membrane (TM). This app, available free at the Apple Store, was constructed using archival photographs of normal and abnormal TMs, stratified by difficulty. Each image has 4 labeled structures, linked to questions to encourage active learning. Third-year medical students then used the app to familiarize themselves with the TM. The free app was readily accessible and functioned without technical issues. By being interactive, it forced the user into the role of active learner. This pilot study found that students who used the app understood images of the TM better than those who did not use it. We introduce an interactive, iPhone-based smartphone application that we found to be a useful adjunct for teaching TM anatomy. © The Author(s) 2016.

Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study

ERIC Educational Resources Information Center

Cajar-Bravo, Aristides

2010-01-01

This study is an action research project that analyzed the ways in which ESL students improve their language learning processes by using as a teaching tool a media literacy video and Civics Education for social skills; it was presented to two groups of 12 students who were attending an ESL/Civics Education Intermediate-Advanced class in an ABE…

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students.

PubMed

Giraud, Stéphanie; Brock, Anke M; Macé, Marc J-M; Jouffrais, Christophe

2017-01-01

Special education teachers for visually impaired students rely on tools such as raised-line maps (RLMs) to teach spatial knowledge. These tools do not fully and adequately meet the needs of the teachers because they are long to produce, expensive, and not versatile enough to provide rapid updating of the content. For instance, the same RLM can barely be used during different lessons. In addition, those maps do not provide any interactivity, which reduces students' autonomy. With the emergence of 3D printing and low-cost microcontrollers, it is now easy to design affordable interactive small-scale models (SSMs) which are adapted to the needs of special education teachers. However, no study has previously been conducted to evaluate non-visual learning using interactive SSMs. In collaboration with a specialized teacher, we designed a SSM and a RLM representing the evolution of the geography and history of a fictitious kingdom. The two conditions were compared in a study with 24 visually impaired students regarding the memorization of the spatial layout and historical contents. The study showed that the interactive SSM improved both space and text memorization as compared to the RLM with braille legend. In conclusion, we argue that affordable home-made interactive small scale models can improve learning for visually impaired students. Interestingly, they are adaptable to any teaching situation including students with specific needs.

Creating and Using Interactive, 3D-Printed Models to Improve Student Comprehension of the Bohr Model of the Atom, Bond Polarity, and Hybridization

ERIC Educational Resources Information Center

Smiar, Karen; Mendez, J. D.

2016-01-01

Molecular model kits have been used in chemistry classrooms for decades but have seen very little recent innovation. Using 3D printing, three sets of physical models were created for a first semester, introductory chemistry course. Students manipulated these interactive models during class activities as a supplement to existing teaching tools for…

Laws of reflection and Snell's law revisited by video modeling

NASA Astrophysics Data System (ADS)

Rodrigues, M.; Simeão Carvalho, P.

2014-07-01

Video modelling is being used, nowadays, as a tool for teaching and learning several topics in Physics. Most of these topics are related to kinematics. In this work we show how video modelling can be used for demonstrations and experimental teaching in optics, namely the laws of reflection and the well-known Snell's Law of light. Videos were recorded with a photo camera at 30 frames/s, and analysed with the open source software Tracker. Data collected from several frames was treated with the Data Tool module, and graphs were built to obtain relations between incident, reflected and refraction angles, as well as to determine the refractive index of Perspex. These videos can be freely distributed in the web and explored with students within the classroom, or as a homework assignment to improve student's understanding on specific contents. They present a large didactic potential for teaching basic optics in high school with an interactive methodology.

A pilot study assessing the value of 3D printed molecular modelling tools for pharmacy student education.

PubMed

Hall, Susan; Grant, Gary; Arora, Devinder; Karaksha, Abdullah; McFarland, Amelia; Lohning, Anna; Anoopkumar-Dukie, Shailendra

2017-07-01

Medicinal chemistry and pharmacology are difficult topics to both teach and learn given the complex nature of drug mechanisms and drug-receptor interactions. This highlights the need for innovative teaching methods to deliver this information to students. One such method is through three-dimensional (3D) printing of enzymes and ligands in the teaching of molecular modelling concepts relating to drug-receptor and enzyme interactions be ligands. This type of printing has been shown to be beneficial in several educational settings; however, to our knowledge, its effectiveness in pharmacy, medicinal chemistry and pharmacology learning and teaching is largely unknown. Therefore, the aim of this study was to evaluate pharmacy student perceptions and the educational benefits of 3D printed molecules in molecular modelling with regards to engagement and learning outcomes when used in a drug-target interaction topic. This aim was achieved through administering students a short questionnaire designed to evaluate their engagement and learning outcomes with students also free to provide comments. This study found that nearly all (>90%) students found the activity was useful in improving both student engagement and learning outcomes. In conclusion, 3D printing may provide an alternative learning activity to help pharmacy students understand the drug-target interaction. Copyright © 2017 Elsevier Inc. All rights reserved.

[Virtual microscopy in pathology teaching and postgraduate training (continuing education)].

PubMed

Sinn, H P; Andrulis, M; Mogler, C; Schirmacher, P

2008-11-01

As with conventional microscopy, virtual microscopy permits histological tissue sections to be viewed on a computer screen with a free choice of viewing areas and a wide range of magnifications. This, combined with the possibility of linking virtual microscopy to E-Learning courses, make virtual microscopy an ideal tool for teaching and postgraduate training in pathology. Uses of virtual microscopy in pathology teaching include blended learning with the presentation of digital teaching slides in the internet parallel to presentation in the histology lab, extending student access to histology slides beyond the lab. Other uses are student self-learning in the Internet, as well as the presentation of virtual slides in the classroom with or without replacing real microscopes. Successful integration of virtual microscopy depends on its embedding in the virtual classroom and the creation of interactive E-learning content. Applications derived from this include the use of virtual microscopy in video clips, podcasts, SCORM modules and the presentation of virtual microscopy using interactive whiteboards in the classroom.

Migration of the digital interactive breast-imaging teaching file

NASA Astrophysics Data System (ADS)

Cao, Fei; Sickles, Edward A.; Huang, H. K.; Zhou, Xiaoqiang

1998-06-01

The digital breast imaging teaching file developed during the last two years in our laboratory has been used successfully at UCSF (University of California, San Francisco) as a routine teaching tool for training radiology residents and fellows in mammography. Building on this success, we have ported the teaching file from an old Pixar imaging/Sun SPARC 470 display system to our newly designed telemammography display workstation (Ultra SPARC 2 platform with two DOME Md5/SBX display boards). The old Pixar/Sun 470 system, although adequate for fast and high-resolution image display, is 4- year-old technology, expensive to maintain and difficult to upgrade. The new display workstation is more cost-effective and is also compatible with the digital image format from a full-field direct digital mammography system. The digital teaching file is built on a sophisticated computer-aided instruction (CAI) model, which simulates the management sequences used in imaging interpretation and work-up. Each user can be prompted to respond by making his/her own observations, assessments, and work-up decisions as well as the marking of image abnormalities. This effectively replaces the traditional 'show-and-tell' teaching file experience with an interactive, response-driven type of instruction.

A Picture is Worth a Thousand Words

PubMed Central

Pinsky, Linda E; Wipf, Joyce E

2000-01-01

Videotapes, through vividly displayed clinical images and teaching interactions, are valuable tools for both learners and teachers. Visual images in combination with verbal instruction have been shown to significantly increase recall and retention. Many clinicians and medical teachers are aware of videotape resources, but have not had a chance to develop their use in medical education. In this paper, we discuss creative applications of videotapes in three major categories: presenting information, triggering discussion, and as a tool for direct self-observation and feedback. Videotapes may be valuable for presenting information in settings of didactic instruction; for triggering discussion during teaching workshops; and for self-observation of patient-doctor interactions and learner-teacher encounters. The article presents learner-centered approaches to review a videotaped clinical encounter in order to enhance value and comfort for the learner and teacher. Sources of tapes include on-site videotaping, published educational tapes and commercial tapes shown in accordance with fair use guidelines, examples of which are referenced. Videotapes add another dimension to traditional sources of physician education. PMID:11119173

The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching

NASA Astrophysics Data System (ADS)

Akpınar, Ercan

2014-08-01

This study investigates the effects of using interactive computer animations based on predict-observe-explain (POE) as a presentation tool on primary school students' understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30 students, and the control group of 27 students. The control group received normal instruction in which the teacher provided instruction by means of lecture, discussion and homework. Whereas in the experiment group, dynamic and interactive animations based on POE were used as a presentation tool. Data collection tools used in the study were static electricity concept test and open-ended questions. The static electricity concept test was used as pre-test before the implementation, as post-test at the end of the implementation and as delay test approximately 6 weeks after the implementation. Open-ended questions were used at the end of the implementation and approximately 6 weeks after the implementation. Results indicated that the interactive animations used as presentation tools were more effective on the students' understanding of static electricity concepts compared to normal instruction.

Researching Primary Teachers' Professional Agency: Employing Interactive Ethnography to Overcome Reluctance to Teach Science

NASA Astrophysics Data System (ADS)

Martin, Jenny

2017-09-01

This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah's speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers' professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

[Virtual educational proposal in cardiopulmonary resuscitation for the neonate care].

PubMed

Gonçalves, Gilciane Ribeiro; Peres, Heloisa Helena Ciqueto; Rodrigues, Rita de Cássia; Tronchin, Daisy Maria Rizatto; Pereira, Irene Mari

2010-06-01

The purpose of this study was to develop an educational proposal using virtual multimedia resources, to innovate, stimulate and diversify areas of communication and interaction, facilitating nurses' autonomous and reflexive process of teaching and learning. This is an applied research, following the cyclical and interactive phases of designing, planning, developing and implementing. The educational proposal was developed on the TelEduc platform, using specific tools for content organization and communication between students and administrator. The teaching modules were on the following themes: Module 1--Fundamentals of the heart anatomy and physiology in newborns; Module 2--Risk factors for the occurrence of cardiorespiratory arrest in newborns; Module 3--Planning nursing care; Module 4--Medications used in cardiopulmonary arrests in newborns; and Module 5--Cardiorespiratory arrest care in newborns. This study may contribute to innovating teaching in nursing from a virtual educational proposal on the important issue of newborn cardiopulmonary resuscitation care.

Effects of a Web-based course on nursing skills and knowledge learning.

PubMed

Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

2009-02-01

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

Using m-learning on nursing courses to improve learning.

PubMed

de Marcos Ortega, Luis; Barchino Plata, Roberto; Jiménez Rodríguez, María Lourdes; Hilera González, José Ramón; Martínez Herráiz, José Javier; Gutiérrez de Mesa, José Antonio; Gutiérrez Martínez, José María; Otón Tortosa, Salvador

2011-05-01

Modern handheld devices and wireless communications foster new kinds of communication and interaction that can define new approaches to teaching and learning. Mobile learning (m-learning) seeks to use them extensively, exactly in the same way in which e-learning uses personal computers and wired communication technologies. In this new mobile environment, new applications and educational models need to be created and tested to confirm (or reject) their validity and usefulness. In this article, we present a mobile tool aimed at self-assessment, which allows students to test their knowledge at any place and at any time. The degree to which the students' achievement improved is also evaluated, and a survey on the students' opinion of the new tool was also conducted. An experimental group of 20- to 21-year-old nursing students was chosen to test the tool. Results show that this kind of tool improves students' achievement and does not make necessary to introduce substantial changes in current teaching activities and methodology.

Analysing the implemented curriculum of mathematics in preschool education

NASA Astrophysics Data System (ADS)

Zacharos, Konstantinos; Koustourakis, Gerasimos; Papadimitriou, Konstantina

2014-06-01

The purpose of this paper is to contribute to development of research tools for observation and analysis of educational practices used by teachers in preschool classrooms. More specifically, we approached the implemented curriculum of mathematics in Greek preschool education. We analysed the recorded data from a week of teaching practices in eight classrooms of Greek public kindergartens, based on Bernstein's theoretical framework on pedagogic discourse. The results showed that the actual educational practices in the observed classrooms deviated from the objectives of the official new cross-thematic curriculum for teaching mathematics in Greek kindergarten in terms of the form of transmitted mathematical knowledge, the instructional rules and strategies that teachers adopted for teaching mathematics, and the teaching-interactive relationships between preschool teachers and students.

Students’ perceptions of lecturing approaches: traditional versus interactive teaching

PubMed Central

Abdel Meguid, Eiman; Collins, Matthew

2017-01-01

Background There is an increasing trend toward transcending from traditional teaching to student-centered methodologies that actively engage students. We aimed to analyze students’ perceptions of effective interactive teaching using PollEverywhere Audience Response System (ARS) as a worthwhile teaching methodology. It can be of great help in maintaining students’ attention and in facilitating the lecturer to pick up students’ misunderstandings and correct them. Materials and methods This system was introduced to the undergraduate dental curriculum to increase student’s motivation and attention, giving immediate feedback on student understanding during an anatomy module. Computer science (CS) students who were more familiar with the use of this technology were also involved in the study for comparison and validation of the findings. The lecturer strategically inserted questions using PollEverywhere ARS. Students’ perception of the effective interactive teaching using this technology was evaluated statistically using a questionnaire and focus groups. Results It promoted interactivity, focused attention, and provided feedback on comprehension. A total of 95% reported that it increased their participation and found that it clarified their thinking and helped to focus on key points. Another 81.7% mentioned that it increased their motivation to learn. Students regarded it as a useful method for giving real-time feedback, which stimulated their performance and participation. Data from CS students echoed the findings from the dental students. Reports from focus groups demonstrated that this strategy was helpful in focusing students’ attention and in clarifying information. Discussion PollEverywhere encouraged all students to participate during the learning process. This has proven to be an effective tool for improving students’ understanding and critical thinking. Conclusion Students regarded PollEverywhere as an effective teaching innovation that encouraged deeper ongoing retention of information. It was found to be an effective teaching aid in monitoring students’ progress and identifying deficiencies. This is of benefit in a module where interactivity is considered important. PMID:28360541

What's New in Software? Hot New Tool: The Hypertext.

ERIC Educational Resources Information Center

Hedley, Carolyn N.

1989-01-01

This article surveys recent developments in hypertext software, a highly interactive nonsequential reading/writing/database approach to research and teaching that allows paths to be created through related materials including text, graphics, video, and animation sources. Described are uses, advantages, and problems of hypertext. (PB)

Designing Effective Curricula with an Interactive Collaborative Curriculum Design Tool (CCDT)

ERIC Educational Resources Information Center

Khadimally, Seda

2015-01-01

Guided by the principles of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design (ID) model, this creative instructional product presents a learning/teaching approach that is fundamentally constructivist. For the purposes of designing effective instruction in an academic preparation course, a…

The Launching Pad: Delivering Information Competence through the Web.

ERIC Educational Resources Information Center

Clay, Sariya Talip; Harlan, Sallie; Swanson, Judy

Traditionally, librarians have used printed workbooks to teach students basic information skills. With the emergence of the World Wide Web, opportunities are available to transform these static and linear tools into dynamic, interactive instructional resources. This paper describes the efforts of librarians at California Polytechnic State…

Game Theory .net.

ERIC Educational Resources Information Center

Shor, Mikhael

2003-01-01

States making game theory relevant and accessible to students is challenging. Describes the primary goal of GameTheory.net is to provide interactive teaching tools. Indicates the site strives to unite educators from economics, political and computer science, and ecology by providing a repository of lecture notes and tests for courses using…

Evaluation of the virtual mentor cataract training program.

PubMed

Henderson, Bonnie An; Kim, Jae Yong; Golnik, Karl C; Oetting, Thomas A; Lee, Andrew G; Volpe, Nicholas J; Aaron, Maria; Uhler, Tara A; Arnold, Anthony; Dunn, James P; Prajna, N Venkatesh; Lane, Anne Marie; Loewenstein, John I

2010-02-01

Evaluate the effectiveness of an interactive cognitive computer simulation for teaching the hydrodissection portion of cataract surgery compared with standard teaching and to assess the attitudes of residents about the teaching tools and their perceived confidence in the knowledge gained after using the tools. Case-control study. Residents at academic institutions. Prospective, multicenter, single-masked, controlled trial was performed in 7 academic departments of ophthalmology (Harvard Medical School/Massachusetts Eye and Ear Infirmary, University of Iowa, Emory University, University of Cincinnati, University of Pennsylvania/Scheie Eye Institute, Jefferson Medical College of Thomas Jefferson University/Wills Eye Institute, and the Aravind Eye Institute). All residents from these centers were asked to participate and were randomized into 2 groups. Group A (n = 30) served as the control and received traditional teaching materials; group B (n = 38) received a digital video disc of the Virtual Mentor program. This program is an interactive cognitive simulation, specifically designed to separate cognitive aspects (such as decision making and error recognition) from the motor aspects. Both groups took online anonymous pretests (n = 68) and posttests (n = 58), and answered satisfaction questionnaires (n = 53). Wilcoxon tests were completed to compare pretest and posttest scores between groups. Analysis of variance was performed to assess differences in mean scores between groups. Scores on pretests, posttests, and satisfaction questionnaires. There was no difference in the pretest scores between the 2 groups (P = 0.62). However, group B (Virtual Mentor [VM]) scored significantly higher on the posttest (P = 0.01). Mean difference between pretest and posttest scores were significantly better in the VM group than in the traditional learning group (P = 0.04). Questionnaire revealed that the VM program was "more fun" to use (24.1% vs 4.2%) and residents were more likely to use this type of program again compared with the likelihood of using the traditional tools (58.6% vs 4.2%). The VM, a cognitive computer simulation, augmented teaching of the hydrodissection step of phacoemulsification surgery compared with traditional teaching alone. The program was more enjoyable and more likely to be used repetitively by ophthalmology residents. Copyright (c) 2010 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

Comprehending emergent systems phenomena through direct-manipulation animation

NASA Astrophysics Data System (ADS)

Aguirre, Priscilla Abel

This study seeks to understand the type of interaction mode that best supports learning and comprehension of emergent systems phenomena. Given that the literature has established that students hold robust misconceptions of such phenomena, this study investigates the influence of using three types of interaction; speed-manipulation animation (SMN), post-manipulation animation (PMA) and direct-manipulation animation (DMA) for increasing comprehension and testing transfer of the phenomena, by looking at the effect of simultaneous interaction of haptic and visual channels on long term and working memories when seeking to comprehend emergent phenomena. The questions asked were: (1) Does the teaching of emergent phenomena, with the aid of a dynamic interactive modeling tool (i.e., SMA, PMA or DMA), improve students' mental model construction of systems, thus increasing comprehension of this scientific concept? And (2) does the teaching of emergent phenomena, with the aid of a dynamic interactive modeling tool, give the students the necessary complex cognitive skill which can then be applied to similar (near transfer) and/or novel, but different, (far transfer) scenarios? In an empirical study undergraduate and graduate students were asked to participate in one of three experimental conditions: SMA, PMA, or DMA. The results of the study found that it was the participants of the SMA treatment condition that had the most improvement in post-test scores. Students' understanding of the phenomena increased most when they used a dynamic model with few interactive elements (i.e., start, stop, and speed) that allowed for real time visualization of one's interaction on the phenomena. Furthermore, no indication was found that the learning of emergent phenomena, with the aid of a dynamic interactive modeling tool, gave the students the necessary complex cognitive skill which could then be applied to similar (near transfer) and/or novel, but different, (far transfer) scenarios. Finally, besides treatment condition, gender and age were also shown to be predictors of score differences; overall, males did better than females, and younger students did better than older students.

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

NASA Astrophysics Data System (ADS)

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-02-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool—an interaction diagram (ID)—highlighting interactions between objects and addressing the learning demand related to N3 law. This approach had been successful in enhancing students' understanding of N3 law in pilot studies conducted by teacher-researchers. However, it was unclear whether teachers, who have neither been involved with the research nor received intensive tutoring, could replicate the positive results in ordinary school settings. To address this question, we present an empirical study conducted in 10 Finnish upper secondary schools with students ( n = 261, aged 16) taking their mandatory physics course. The study design involved three groups: the heavy ID group (the TLS with seven to eight exercises on IDs), the light ID group (two to three exercises on IDs) and the no ID group (no exercises on IDs). The heavy and light ID groups answered eight ID questions, and all the students answered four questions on N3 law after teaching the force concept. The findings clearly suggest that systematic use of the IDs in teaching the force concept significantly fostered students' understanding of N3 law even with teachers who have no intensive tutoring or research background.

An educational game for teaching clinical practice guidelines to Internal Medicine residents: development, feasibility and acceptability

PubMed Central

Akl, Elie A; Mustafa, Reem; Slomka, Thomas; Alawneh, Alia; Vedavalli, Abhishek; Schünemann, Holger J

2008-01-01

Background Adherence to Clinical Practice Guidelines (CPGs) remains suboptimal among internal medicine trainees. Educational games are of growing interest and have the potential to improve adherence to CPGs. The objectives of this study were to develop an educational game to teach CPGs in Internal Medicine residency programs and to evaluate its feasibility and acceptability. Methods We developed the Guide-O-Game© in the format of a TV game show with questions based on recommendations of CPGs. The development of the Guide-O-Game© consisted of the creation of a multimedia interactive tool, the development of recommendation-based questions, and the definition of the game's rules. We evaluated its feasibility through pilot testing and its acceptability through a qualitative process. Results The multimedia interactive tool uses a Macromedia Flash web application and consists of a manager interface and a user interface. The user interface allows the choice of two game styles. We created so far 16 sets of questions relating to 9 CPGs. The pilot testing proved that the game was feasible. The qualitative evaluation showed that residents considered the game to be acceptable. Conclusion We developed an educational game to teach CPGs to Internal Medicine residents that is both feasible and acceptable. Future work should evaluate its impact on educational outcomes. PMID:19017400

Applying the tools of physics to teaching physics

NASA Astrophysics Data System (ADS)

Wieman, Carl

2003-05-01

The strengths of modern AMO physics are its solid foundation on objective quantitative data, the rapid widespread dissemination and duplication of ideas, results, and successful approaches, and the rapid utilization of technological developments to achieve new capabilities. Unfortunately AMO physicists usually abandon these powerful tools in their approach to the teaching of physics and instead rely on an approach that would be considered little more than individual superstition if used in the context of actual AMO science. Choices of content and presentation in teaching are usually based on tradition or totally subjective judgments of the instructor. I will discuss my efforts to approach teaching physics much as I have done experimental physics. This includes: collecting and utilizing data (both my own and that from the research of others), developing a strategy for dealing with numerous degrees of freedom that one cannot control nearly as well as one would like (whether they are atomic interactions or student attitudes), optimizing the use of the time and money available, and taking advantage of useful new technology. The latter discussion will include some specifics on using technology that allows real time measurement of student learning and engagement in a large class and the development and use of interactive applets to facilitate conceptual understanding. Achieving true understanding and appreciation of physics by introductory students is a major challenge. Fortunately, there is sufficient room for improvement in the current educational system that one can fall far short of that ideal and still be making major progress.

Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students

PubMed Central

Giraud, Stéphanie; Brock, Anke M.; Macé, Marc J.-M.; Jouffrais, Christophe

2017-01-01

Special education teachers for visually impaired students rely on tools such as raised-line maps (RLMs) to teach spatial knowledge. These tools do not fully and adequately meet the needs of the teachers because they are long to produce, expensive, and not versatile enough to provide rapid updating of the content. For instance, the same RLM can barely be used during different lessons. In addition, those maps do not provide any interactivity, which reduces students’ autonomy. With the emergence of 3D printing and low-cost microcontrollers, it is now easy to design affordable interactive small-scale models (SSMs) which are adapted to the needs of special education teachers. However, no study has previously been conducted to evaluate non-visual learning using interactive SSMs. In collaboration with a specialized teacher, we designed a SSM and a RLM representing the evolution of the geography and history of a fictitious kingdom. The two conditions were compared in a study with 24 visually impaired students regarding the memorization of the spatial layout and historical contents. The study showed that the interactive SSM improved both space and text memorization as compared to the RLM with braille legend. In conclusion, we argue that affordable home-made interactive small scale models can improve learning for visually impaired students. Interestingly, they are adaptable to any teaching situation including students with specific needs. PMID:28649209

Learning to See the (W)holes

ERIC Educational Resources Information Center

Burns, Barbara A.; Jordan, Thomas M.

2006-01-01

Business managers are faced with complex decisions involving a wide range of issues--technical, social, environmental, and financial--and their interaction. Our education system focuses heavily on presenting structured problems and teaching students to apply a set of tools or methods to solve these problems. Yet the most difficult thing to teach…

jAMVLE, a New Integrated Molecular Visualization Learning Environment

ERIC Educational Resources Information Center

Bottomley, Steven; Chandler, David; Morgan, Eleanor; Helmerhorst, Erik

2006-01-01

A new computer-based molecular visualization tool has been developed for teaching, and learning, molecular structure. This java-based jmol Amalgamated Molecular Visualization Learning Environment (jAMVLE) is platform-independent, integrated, and interactive. It has an overall graphical user interface that is intuitive and easy to use. The…

Developing Visualization Support System for Teaching/Learning Database Normalization

ERIC Educational Resources Information Center

Folorunso, Olusegun; Akinwale, AdioTaofeek

2010-01-01

Purpose: In tertiary institution, some students find it hard to learn database design theory, in particular, database normalization. The purpose of this paper is to develop a visualization tool to give students an interactive hands-on experience in database normalization process. Design/methodology/approach: The model-view-controller architecture…

Classroom Groups in Theory and Practice.

ERIC Educational Resources Information Center

Boydell, Deanne

1979-01-01

This article examines some British classroom studies and raises further research questions on small group instruction (SGI) as a teaching tool. Considered are teachers' use of SGI; its efficacy for cognitive, language, and social development; and student-to-student interaction patterns in relation to seating, sex, and ability mix. (SJL)

Rethinking the Library Game: Creating an Alternate Reality with Social Media

ERIC Educational Resources Information Center

Battles, Jason; Glenn, Valerie; Shedd, Lindley

2011-01-01

In recent years, libraries have made efforts to create games, often for the purpose of information literacy instruction. Games can provide an interactive alternative to traditional instruction by introducing research tools and resources while also teaching problem solving skills within a collaborative learning environment. Despite the benefits,…

Social Networking Framework for Universities in Saudi Arabia

ERIC Educational Resources Information Center

Alqahtani, Sulaiman

2016-01-01

The interactive capacities of social networking instruments have unleashed a number of possibilities for enhancing teaching and learning in the higher education sector and many universities are engaged in harnessing the capabilities of these tools. While much valuable research has been conducted on this theme, scholarship has tended to be oriented…

iPads as a Literacy Teaching Tool in Early Childhood

ERIC Educational Resources Information Center

Beschorner, Beth; Hutchison, Amy

2013-01-01

Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies (Children Now, 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar…

iPads as a Literacy Teaching Tool in Early Childhood

ERIC Educational Resources Information Center

Beschorner, Beth; Hutchison, Amy

2013-01-01

Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies ("Children Now," 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or…

Eyetracking Methodology in SCMC: A Tool for Empowering Learning and Teaching

ERIC Educational Resources Information Center

Stickler, Ursula; Shi, Lijing

2017-01-01

Computer-assisted language learning, or CALL, is an interdisciplinary area of research, positioned between science and social science, computing and education, linguistics and applied linguistics. This paper argues that by appropriating methods originating in some areas of CALL-related research, for example human-computer interaction (HCI) or…

Conserving Earth's Biodiversity. [CD-ROM and] Instructor's Manual.

ERIC Educational Resources Information Center

2000

This CD-ROM is designed as an interactive learning tool to support teaching in highly interdisciplinary fields such as conservation of biodiversity. Topics introduced in the software include the impact of humans on natural landscapes, threats to biodiversity, methods and theories of conservation biology, environmental laws, and relevant economic…

An Exploratory Use of Musical Metaphors to Enhance Student Learning

ERIC Educational Resources Information Center

Weinrauch, J. Donald

2005-01-01

This article provides the role, scope, instructional experiences, and prospects of employing musical metaphors as a possible teaching tool. Interactive student learning is encouraged by actually playing songs in marketing strategy courses. First, an overview on the explanation and popularity of metaphors in both nonbusiness and business fields…

Liability of Science Educators for Laboratory Safety. NSTA Position Statement

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2007

2007-01-01

Laboratory investigations are essential for the effective teaching and learning of science. A school laboratory investigation ("lab") is an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data…

Developing a Remote Laboratory for Engineering Education

ERIC Educational Resources Information Center

Fabregas, E.; Farias, G.; Dormido-Canto, S.; Dormido, S.; Esquembre, F.

2011-01-01

New information technologies provide great opportunities for education. One such opportunity is the use of remote control laboratories for teaching students about control systems. This paper describes the creation of interactive remote laboratories (RLs). Two main software tools are used: Simulink and Easy Java Simulations (EJS). The first is a…

What Immigrant Students Can Teach Us about New Media Literacy

ERIC Educational Resources Information Center

Lam, Wan Shun Eva

2012-01-01

Adolescents who have immigrant backgrounds are developing language, literacy, and social skills across national borders as they use social media and online tools to interact with people and information sources in different communities across their countries of origin and settlement. These transnational digital practices have the potential to serve…

Perseus Project: Interactive Teaching and Research Tools for Ancient Greek Civilization.

ERIC Educational Resources Information Center

Crane, Gregory; Harward, V. Judson

1987-01-01

Describes the Perseus Project, an educational program utilizing computer technology to study ancient Greek civilization. Including approximately 10 percent of all ancient literature and visual information on architecture, sculpture, ceramics, topography, and archaeology, the project spans a range of disciplines. States that Perseus fuels student…

Teaching Petri Nets Using P3

ERIC Educational Resources Information Center

Gasevic, Dragan; Devedzic, Vladan

2004-01-01

This paper presents Petri net software tool P3 that is developed for training purposes of the Architecture and organization of computers (AOC) course. The P3 has the following features: graphical modeling interface, interactive simulation by single and parallel (with previous conflict resolution) transition firing, two well-known Petri net…

Exploration and Discovery through Maps: Teaching Science with Technology

EPA Science Inventory

Online maps have the power to bring students closer to their local natural environments. EnviroAtlas is an interactive, web-based tool that was designed by the EPA and its partners to provide access to maps that show the status of the local environment and social elements of an ...

Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

2017-01-01

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

Pathology informatics fellowship retreats: The use of interactive scenarios and case studies as pathology informatics teaching tools.

PubMed

Lee, Roy E; McClintock, David S; Balis, Ulysses J; Baron, Jason M; Becich, Michael J; Beckwith, Bruce A; Brodsky, Victor B; Carter, Alexis B; Dighe, Anand S; Haghighi, Mehrvash; Hipp, Jason D; Henricks, Walter H; Kim, Jiyeon Y; Klepseis, Veronica E; Kuo, Frank C; Lane, William J; Levy, Bruce P; Onozato, Maristela L; Park, Seung L; Sinard, John H; Tuthill, Mark J; Gilbertson, John R

2012-01-01

Last year, our pathology informatics fellowship added informatics-based interactive case studies to its existing educational platform of operational and research rotations, clinical conferences, a common core curriculum with an accompanying didactic course, and national meetings. The structure of the informatics case studies was based on the traditional business school case study format. Three different formats were used, varying in length from short, 15-minute scenarios to more formal multiple hour-long case studies. Case studies were presented over the course of three retreats (Fall 2011, Winter 2012, and Spring 2012) and involved both local and visiting faculty and fellows. Both faculty and fellows found the case studies and the retreats educational, valuable, and enjoyable. From this positive feedback, we plan to incorporate the retreats in future academic years as an educational component of our fellowship program. Interactive case studies appear to be valuable in teaching several aspects of pathology informatics that are difficult to teach in more traditional venues (rotations and didactic class sessions). Case studies have become an important component of our fellowship's educational platform.

Online and Certifiable Spectroscopy Courses Using Information and Communication Tools. a Model for Classrooms and Beyond

NASA Astrophysics Data System (ADS)

Krishnan, Mangala Sunder

2015-06-01

Online education tools and flipped (reverse) class models for teaching and learning and pedagogic and andragogic approaches to self-learning have become quite mature in the last few years because of the revolution in video, interactive software and social learning tools. Open Educational resources of dependable quality and variety are also becoming available throughout the world making the current era truly a renaissance period for higher education using Internet. In my presentation, I shall highlight structured course content preparation online in several areas of spectroscopy and also the design and development of virtual lab tools and kits for studying optical spectroscopy. Both elementary and advanced courses on molecular spectroscopy are currently under development jointly with researchers in other institutions in India. I would like to explore participation from teachers throughout the world in the teaching-learning process using flipped class methods for topics such as experimental and theoretical microwave spectroscopy of semi-rigid and non-rigid molecules, molecular complexes and aggregates. In addition, courses in Raman, Infrared spectroscopy experimentation and advanced electronic spectroscopy courses are also envisaged for free, online access. The National Programme on Technology Enhanced Learning (NPTEL) and the National Mission on Education through Information and Communication Technology (NMEICT) are two large Government of India funded initiatives for producing certified and self-learning courses with financial support for moderated discussion forums. The learning tools and interactive presentations so developed can be used in classrooms throughout the world using flipped mode of teaching. They are very much sought after by learners and researchers who are in other areas of learning but want to contribute to research and development through inter-disciplinary learning. NPTEL is currently is experimenting with Massive Open Online Course (MOOC) strategy, but with proctored and certified examination processes for large numbers in some of the above courses. I would like to present a summary of developments in these areas to help focus classroom (online and offline) learning of Molecular spectroscopy.

A phenomenological evaluation: using storytelling as a primary teaching method.

PubMed

Davidson, Michele R

2004-09-01

This phenomenological study examines the experiences of students who had been enrolled in an undergraduate women's health issues course where storytelling served as one of the primary teaching and learning tools. Using hermeneutic phenomenology, the investigator explored the perceptions of participants at the conclusion of the course. A purposive sample of 10 students made up the focus group. Themes were explicated and analyzed from interviews until data saturation was reached. Content analysis from focus groups revealed three themes: personalizing learning, participatory learning, and group trust/safe environment. Storytelling provided students with an opportunity to become more actively involved, provided a forum to relate real life examples to concrete didactic data, served as a trigger for information recollection, and made material seem more realistic. The increased discussion and interaction within the classroom setting enabled students to probe alternative views and perspectives in the class room. The use of more diverse teaching tools can enhance the students' experiences in the classroom setting.

A sociocultural reading of reform in science teaching in a secondary biology class

NASA Astrophysics Data System (ADS)

Barma, Sylvie

2011-09-01

Adopting activity theory as a theoretical and methodological framework, this case study illustrates how a teaching and learning situation is planned and implemented over a series of nine 75-min biology classes by a high school science teacher in the context of pedagogical reform. The object of this study emerges within a favourable context of science education curricular reform in Quebec, Canada. By examining the interaction between the poles of an activity system sharing the same object, this case study illustrates how one teacher's teaching practice is redefined and how some aspects of her teaching personality orient the ways in which she contextually mobilizes new tools and members of her school community in order to implement an awareness campaign on the risks of tanning salons.

Developing affordable multi-touch technologies for use in physics

NASA Astrophysics Data System (ADS)

Potter, Mark; Ilie, Carolina; Schofield, Damian; Vampola, David

2012-02-01

Physics is one of many areas which has the ability to benefit from a number of different teaching styles and sophisticated instructional tools due to it having both theoretical and practical applications which can be explored. The purpose of this research is to develop affordable large scale multi-touch interfaces which can be used within and outside of the classroom as both an instruction technology and a computer supported collaborative learning tool. Not only can this technology be implemented at university levels, but also at the K-12 level of education. Pedagogical research indicates that kinesthetic learning is a fundamental, powerful, and ubiquitous learning style [1]. Through the use of these types of multi-touch tools and teaching methods which incorporate them, the classroom can be enriched to allow for better comprehension and retention of information. This is due in part to a wider range of learning styles, such as kinesthetic learning, which are being catered to within the classroom. [4pt] [1] Wieman, C.E, Perkins, K.K., Adams, W.K., ``Oersted Medal Lecture 2007: Interactive Simulations for teaching physics: What works, what doesn't and why,'' American Journal of Physics. 76 393-99.

How we developed a trainee-led book group as a supplementary education tool for psychiatric training in the 21st century.

PubMed

Kan, Carol; Harrison, Simon; Robinson, Benjamin; Barnes, Anna; Chisolm, Margaret S; Conlan, Lisa

2015-01-01

Postgraduate medical education has, in recent years, become a dynamic field with the increasing availability of innovative and interactive teaching techniques. Anecdotal evidence suggests that the current focus of psychiatric training on the acquisition of scientific and clinical knowledge is inadequate to address the multidimensional nature of psychiatry. Supplementary teaching tools may be usefully applied to address this need. A group of trainees at the Maudsley Hospital and Institute of Psychiatry (UK) pioneered the use of a book group as an innovative teaching tool to enhance the psychiatric training experience by, amongst other aspects, facilitating dialogue between peers on fundamental epistemological issues raised by critical engagement with seminal psychiatric texts. Feedback from members suggested that participation in the book group broadened the overall learning potential and experience of psychiatry. The key ingredients were identified as: (i) collaborative peer-to-peer learning; (ii) the use of 'flipped classroom' model; and (iii) joint ownership. The book group has demonstrated real potential to facilitate direct trainee engagement with the multi-faceted nature of psychiatry as a complex humanistic discipline within an informal learning space.

Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

NASA Astrophysics Data System (ADS)

Yusuf Awaluddin, M.; Yuliadi, Lintang

2016-04-01

Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

Online Interactive Tutorials for Creating Graphs With Excel 2007 or 2010

PubMed Central

Vanselow, Nicholas R

2012-01-01

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed. PMID:23326629

Online interactive tutorials for creating graphs with excel 2007 or 2010.

PubMed

Vanselow, Nicholas R; Bourret, Jason C

2012-01-01

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed.

Computer simulations in teaching physics: Development and implementation of a hypermedia system for high school teachers

NASA Astrophysics Data System (ADS)

da Silva, A. M. R.; de Macêdo, J. A.

2016-06-01

On the basis of the technological advancement in the middle and the difficulty of learning by the students in the discipline of physics, this article describes the process of elaboration and implementation of a hypermedia system for high school teachers involving computer simulations for teaching basic concepts of electromagnetism, using free tool. With the completion and publication of the project there will be a new possibility of interaction of students and teachers with the technology in the classroom and in labs.

Map based multimedia tool on Pacific theatre in World War II

NASA Astrophysics Data System (ADS)

Pakala Venkata, Devi Prasada Reddy

Maps have been used for depicting data of all kinds in the educational community for many years. A standout amongst the rapidly changing methods of teaching is through the development of interactive and dynamic maps. The emphasis of the thesis is to develop an intuitive map based multimedia tool, which provides a timeline of battles and events in the Pacific theatre of World War II. The tool contains summaries of major battles and commanders and has multimedia content embedded in it. The primary advantage of this Map tool is that one can quickly know about all the battles and campaigns of the Pacific Theatre by accessing Timeline of Battles in each region or Individual Battles in each region or Summary of each Battle in an interactive way. This tool can be accessed via any standard web browser and motivate the user to know more about the battles involved in the Pacific Theatre. It was made responsive using Google maps API, JavaScript, HTML5 and CSS.

A Survey of Educational Uses of Molecular Visualization Freeware

ERIC Educational Resources Information Center

Craig, Paul A.; Michel, Lea Vacca; Bateman, Robert C.

2013-01-01

As biochemists, one of our most captivating teaching tools is the use of molecular visualization. It is a compelling medium that can be used to communicate structural information much more effectively with interactive animations than with static figures. We have conducted a survey to begin a systematic evaluation of the current classroom usage of…

Exploring Students' Learning Journals with Web-Based Interactive Report Tool

ERIC Educational Resources Information Center

Taniguchi, Yuta; Okubo, Fumiya; Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

Students' journal writings could be useful resources for teachers to grasp their understandings and to see their own teaching objectively. However, reading a large number of journals thoroughly is not always realistic for teachers. Although various automatic analysis methods have been proposed to understand learning journals, they does not…

Factors Influencing Future Educational Technologists' Intentions to Participate in Online Teaching

ERIC Educational Resources Information Center

Hung, Wei-Chen; Jeng, Ifeng

2013-01-01

Education through the Internet is being shaped by the next wave of Web technology where productivity, collaborative tools and the ubiquity of computers play a major role in changing methods of peer interaction and collaboration. Because future educational technologists will play vital roles in navigating through this technical complexity and…

"I Matter": An Interactive Exploration of Audience-Performer Connections

ERIC Educational Resources Information Center

Assaf, Nadra Majeed

2013-01-01

Communication is a basic human necessity which in all its various forms has one common goal: expressing and deciphering ideas. Historically, verbal language has been the primary tool in this field. Education in recent years has taken a move towards more global approaches to learning/teaching. Within this context, more innovative and inclusive…

Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

ERIC Educational Resources Information Center

Smirniotis-Giambatista, Cynthia

2017-01-01

Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…

Toward Transformation: Digital Tools for Online Dance Pedagogy

ERIC Educational Resources Information Center

Parrish, Mila

2016-01-01

Media advances have changed the ways in which we interact, communicate, teach, and learn. The growth of telecommunication, video sharing sites, specifically YouTube, and social media, have exponentially increased the number of people interested in dance and dance education. Technology presents new ways for students to think about their learning,…

Blurring the Lines: Leveraging Internet Technology for Successful Blending of Secondary/Post-Secondary Technical Education

ERIC Educational Resources Information Center

Ryan, Kenneth; Kopischke, Kevin

2008-01-01

The Remote Automation Management Platform (RAMP) is a real-time, interactive teaching tool which leverages common off-the-shelf internet technologies to provide high school learners extraordinary access to advanced technical education opportunities. This outreach paradigm is applicable to a broad range of advanced technical skills from automation…

Multimedia in Higher Education: A Practical Guide to New Tools for Interactive Teaching and Learning.

ERIC Educational Resources Information Center

Falk, Dennis R.; Carlson, Helen L.

This book is designed to offer an overall paradigm for designing instruction related to multimedia. Each chapter explores the paradigm through literature reviews, lists of pertinent questions, case studies, guidelines, and resource suggestions. The first two parts discuss defining an instructional problem and generating solutions via multimedia…

Computer Generated Optical Illusions: A Teaching and Research Tool.

ERIC Educational Resources Information Center

Bailey, Bruce; Harman, Wade

Interactive computer-generated simulations that highlight psychological principles were investigated in this study in which 33 female and 19 male undergraduate college student volunteers of median age 21 matched line and circle sizes in six variations of Ponzo's illusion. Prior to working with the illusions, data were collected based on subjects'…

So Why Use Multimedia, the Internet, and Lotus Notes?

ERIC Educational Resources Information Center

Byers, Donnie N.

As part of an effort to begin offering a general chemistry course over the Internet, a project was undertaken at Kansas's Johnson County Community College to determine the possibilities of using a computer to incorporate the tools used in teaching organic chemistry. Using an interactive software package, original lectures were developed, with…

Using Internet Technology Tools to Teach about Global Diversity

ERIC Educational Resources Information Center

Glimps, Blanche Jackson; Ford, Theron

2008-01-01

Students in the United States need diversity skills that enable them to function in an increasingly interdependent and varied world. Internet technology provides an untapped resource for assisting children to understand and value diversity. In this article, the authors present three skills that are important to students as they interact in the…

Design and Development of a Web-Based Interactive Software Tool for Teaching Operating Systems

ERIC Educational Resources Information Center

Garmpis, Aristogiannis

2011-01-01

Operating Systems (OS) is an important and mandatory discipline in many Computer Science, Information Systems and Computer Engineering curricula. Some of its topics require a careful and detailed explanation from the instructor as they often involve theoretical concepts and somewhat complex mechanisms, demanding a certain degree of abstraction…

Common Molecules: Bringing Research and Teaching Together through an Online Collection.

ERIC Educational Resources Information Center

Sandvoss, Leah M.; Harwood, William S.; Korkmaz, Ali; Bollinger, John C.; Huffman, John C.; Huffman, John N.

2003-01-01

Describes the design of a Common Molecules collection that provides interactive tools for 3-D visualization of molecules. The organizational design provides not only structural information, but also historical and/or key information on the properties of the molecules in the collection. Describes student use of the collection and the role of…

Pop-Culture Pedagogy in the Music Classroom: Teaching Tools from "American Idol" to YouTube

ERIC Educational Resources Information Center

Biamonte, Nicole, Ed.

2010-01-01

Teachers the world over are discovering the importance and benefits of incorporating popular culture into the music classroom. The cultural prevalence and the students' familiarity with recorded music, videos, games, and other increasingly accessible multimedia materials help enliven course content and foster interactive learning and…

Teaching Music as a University Elective Course through e-Learning

ERIC Educational Resources Information Center

Adileh, Mu'tasem

2012-01-01

E-learning is currently considered one of the most important mediums for instruction. It is an educational tool that seeks to change our educational system from the traditional to the interactive (Sacchanand, 2008). This study will compare students' course achievement and attitudes toward music learning between two course delivery methods: blended…

"Drawing in the Sand" as a Tool for Teaching Coastal Geography

ERIC Educational Resources Information Center

Fagan, Joseph B.; Sturm, Sean

2015-01-01

Field trips are recognized as an essential component of the study of geography. They are popular with learners and teachers, but their value as learning experiences is largely assumed. What is needed are interactive and relevant learning activities like "drawing in the sand," a participatory learning activity that has been introduced…

A mobile tool about causes and distribution of dramatic natural phenomena

NASA Astrophysics Data System (ADS)

Boppidi, Ravikanth Reddy

Most Research suggests that tablet computers could aid the study of many scientific concepts that are difficult to grasp, such as places, time and statistics. These occur especially in the study of geology, chemistry, biology and so on. Tapping the technology will soon become critical career training for future generations. Teaching through mobile is more interactive and helps students to grasp quickly. In this thesis an interactive mobile tool is developed which explains about the causes and distribution of natural disasters like Earthquakes, Tsunami, Tropical Cyclones, Volcanic Eruptions and Tornadoes. The application shows the places of disasters on an interactive map and it also contains YouTube embedded videos, which explain the disasters visually. The advantage of this tool is, it can be deployed onto major mobile operating systems like Android and IOS. The application's user interface (UI) is made very responsive using D3 JavaScript, JQuery, Java Script, HTML, CSS so that it can adapt to mobiles, tablets, and desktop screens.

Digital interactive learning of oral radiographic anatomy.

PubMed

Vuchkova, J; Maybury, T; Farah, C S

2012-02-01

Studies reporting high number of diagnostic errors made from radiographs suggest the need to improve the learning of radiographic interpretation in the dental curriculum. Given studies that show student preference for computer-assisted or digital technologies, the purpose of this study was to develop an interactive digital tool and to determine whether it was more successful than a conventional radiology textbook in assisting dental students with the learning of radiographic anatomy. Eighty-eight dental students underwent a learning phase of radiographic anatomy using an interactive digital tool alongside a conventional radiology textbook. The success of the digital tool, when compared to the textbook, was assessed by quantitative means using a radiographic interpretation test and by qualitative means using a structured Likert scale survey, asking students to evaluate their own learning outcomes from the digital tool. Student evaluations of the digital tool showed that almost all participants (95%) indicated that the tool positively enhanced their learning of radiographic anatomy and interpretation. The success of the digital tool in assisting the learning of radiographic interpretation is discussed in the broader context of learning and teaching curricula, and preference (by students) for the use of this digital form when compared to the conventional literate form of the textbook. Whilst traditional textbooks are still valued in the dental curriculum, it is evident that the preference for computer-assisted learning of oral radiographic anatomy enhances the learning experience by enabling students to interact and better engage with the course material. © 2011 John Wiley & Sons A/S.

Using the tools of science to teach science

NASA Astrophysics Data System (ADS)

Wieman, C.

2005-12-01

Much of the rapid progress of modern science comes from its solid foundation on objective quantitative data, the rapid widespread dissemination and duplication of ideas, results, and successful approaches, and the rapid utilization of technological developments to achieve new capabilities. Unfortunately, scientists usually abandon these powerful tools in their approach to the teaching of science and instead rely on an approach that would be considered little more than individual superstition if used in the context of actual science. Choices of content and presentation in teaching are usually based on tradition or totally subjective judgments of the instructor. I will discuss my efforts to approach teaching physics much as I have done experimental physics. This includes: collecting and utilizing data (both my own and that from the research of others), developing a strategy for dealing with numerous degrees of freedom that one cannot control nearly as well as one would like (whether they are atomic interactions or student attitudes), optimizing the use of the time and money available, and taking advantage of useful new technology. The latter discussion will include some specifics on using technology that allows real time measurement of student learning and engagement in a large class and the development and use of interactive simulations to facilitate conceptual understanding. Achieving true understanding and appreciation of physics by introductory students is a major challenge. Fortunately, there is sufficient room for improvement in the current educational system that one can fall far short of that ideal and still be making major progress. Work supported by NSF and the Kavli Operating Institute

Tools and Techniques to Teach Earth Sciences to Young People

NASA Astrophysics Data System (ADS)

Constantino, R.; Dicelis, G.; Molina, E. C.

2010-12-01

This study aims to identify the tools available to disseminate the Earth sciences to young people in Brazil and to propose new techniques that may help in the teaching of such subjects. The use of scientific dissemination can be a great tool for the consolidation of a scientific culture, especially for a public of young students. The starting point of this study is an important characteristic that is present in virtually all the children: curiosity. The young public tries to understand how the world is and how it works. The use of scientific dissemination and some educational experiences have shown that these students have a great ability to learn and deal with various topics within the Earth Sciences. Another relevant point is the possibility to show that the Earth sciences, e.g., geophysics, oceanography, meteorology, geology and geography, can be an educational attractive option. Several ways of disseminating Earth sciences are commonly used with the purpose of attracting and mainly teaching these subjects, such as websites, interactive museums and cultural and educational spaces. The objectives of this work are: i) Investigate the role of science centers as motivators in disseminating the scientific knowledge by examining the communication resources that are being employed, the acceptance, reaction, and interest of children to these means, and ii) From this analysis, to list suggestions of contents and new tools that could be used for obtaining better results.

A workstation based simulator for teaching compressible aerodynamics

NASA Technical Reports Server (NTRS)

Benson, Thomas J.

1994-01-01

A workstation-based interactive flow simulator has been developed to aid in the teaching of undergraduate compressible aerodynamics. By solving the equations found in NACA 1135, the simulator models three basic fluids problems encountered in supersonic flow: flow past a compression corner, flow past two wedges in series, and flow past two opposed wedges. The study can vary the geometry or flow conditions through a graphical user interface and the new conditions are calculated immediately. Various graphical formats present the results of the flow calculations to the student. The simulator includes interactive questions and answers to aid in both the use of the tool and to develop an understanding of some of the complexities of compressible aerodynamics. A series of help screens make the simulator easy to learn and use.

Anonymity and Electronics: Adapting Preparation for Radiology Resident Examination.

PubMed

Chapman, Teresa; Reid, Janet R; O'Conner, Erin E

2017-06-01

Diagnostic radiology resident assessment has evolved from a traditional oral examination to computerized testing. Teaching faculty struggle to reconcile the differences between traditional teaching methods and residents' new preferences for computerized testing models generated by new examination styles. We aim to summarize the collective experiences of senior residents at three different teaching hospitals who participated in case review sessions using a computer-based, interactive, anonymous teaching tool, rather than the Socratic method. Feedback was collected from radiology residents following participation in a senior resident case review session using Nearpod, which allows residents to anonymously respond to the teaching material. Subjective resident feedback was uniformly enthusiastic. Ninety percent of residents favor a case-based board review incorporating multiple-choice questions, and 94% favor an anonymous response system. Nearpod allows for inclusion of multiple-choice questions while also providing direct feedback to the teaching faculty, helping to direct the instruction and clarify residents' gaps in knowledge before the Core Examination. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

State-of-the-art Hydrology Education: Development of Windows-based and Web-based Interactive Teaching-Learning Software

NASA Astrophysics Data System (ADS)

Chu, X.

2011-12-01

This study, funded by the NSF CAREER program, focuses on developing new methods to quantify microtopography-controlled overland flow processes and integrating the cutting-edge hydrologic research with all-level education and outreach activities. To achieve the educational goal, an interactive teaching-learning software package has been developed. This software, with enhanced visualization capabilities, integrates the new modeling techniques, computer-guided learning processes, and education-oriented tools in a user-friendly interface. Both Windows-based and web-based versions have been developed. The software is specially designed for three major user levels: elementary level (Level 1: K-12 and outreach education), medium level (Level 2: undergraduate education), and advanced level (Level 3: graduate education). Depending on the levels, users are guided to different educational systems. Each system consists of a series of mini "libraries" featured with movies, pictures, and documentation that cover fundamental theories, varying scale experiments, and computer modeling of overland flow generation, surface runoff, and infiltration processes. Testing and practical use of this educational software in undergraduate and graduate teaching demonstrate its effectiveness to promote students' learning and interest in hydrologic sciences. This educational software also has been used as a hydrologic demonstration tool for K-12 students and Native American students through the Nurturing American Tribal Undergraduate Research Education (NATURE) program and Science, Technology, Engineering and Mathematics (STEM) outreach activities.

Inquiry style interactive virtual experiments: a case on circular motion

NASA Astrophysics Data System (ADS)

Zhou, Shaona; Han, Jing; Pelz, Nathaniel; Wang, Xiaojun; Peng, Liangyu; Xiao, Hua; Bao, Lei

2011-11-01

Interest in computer-based learning, especially in the use of virtual reality simulations is increasing rapidly. While there are good reasons to believe that technologies have the potential to improve teaching and learning, how to utilize the technology effectively in teaching specific content difficulties is challenging. To help students develop robust understandings of correct physics concepts, we have developed interactive virtual experiment simulations that have the unique feature of enabling students to experience force and motion via an analogue joystick, allowing them to feel the applied force and simultaneously see its effects. The simulations provide students learning experiences that integrate both scientific representations and low-level sensory cues such as haptic cues under a single setting. In this paper, we introduce a virtual experiment module on circular motion. A controlled study has been conducted to evaluate the impact of using this virtual experiment on students' learning of force and motion in the context of circular motion. The results show that the interactive virtual experiment method is preferred by students and is more effective in helping students grasp the physics concepts than the traditional education method such as problem-solving practices. Our research suggests that well-developed interactive virtual experiments can be useful tools in teaching difficult concepts in science.

Interactive Teaching as a Recruitment and Training Tool for K-12 Science Teachers

NASA Astrophysics Data System (ADS)

Rosenberg, J. L.

2004-12-01

The Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP) program at the University of Colorado has been designed to recruit and train prospective K-12 science teachers while improving student learning through interactive teaching. The program has four key goals: (1) recruit undergraduate students into K-12 science education, (2) provide these prospective teachers with hands-on experience in an interactive teaching pedagogy, (3) create an intergrated program designed to support (educationally, socially, and financially) and engage these prospective science teachers up until they obtain liscensure and/or their masters degree in education, and (4) improve student learning in large introductory science classes. Currently there are 31 students involved in the program and a total of 72 students have been involved in the year and a half it has been in existence. I will discuss the design of the STEMTP program, the success in recruiting K-12 science teachers, and the affect on student learning in a large lecture class of implementing interactive learning pedagogies by involving these prospective K-12 science teachers. J. L. Rosenberg would like to acknowledge the NSF Astronomy and Astrophysics Fellowship for support for this work. The course transformation project is also supported by grants from the National Science Foundation.

Assessing the Interactivity and Prescriptiveness of Faculty Professional Development Workshops: The Real-Time Professional Development Observation Tool

ERIC Educational Resources Information Center

Olmstead, Alice; Turpen, Chandra

2016-01-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…

Using Virtual Worlds in Education: Second Life[R] as an Educational Tool

ERIC Educational Resources Information Center

Baker, Suzanne C.; Wentz, Ryan K.; Woods, Madison M.

2009-01-01

The online virtual world Second Life (www.secondlife.com) has multiple potential uses in teaching. In Second Life (SL), users create avatars that represent them in the virtual world. Within SL, avatars can interact with each other and with objects and environments. SL offers tremendous creative potential in that users can create content within the…

Patterns of Negotiation of Meaning in English as Second Language Learners' Interactions

ERIC Educational Resources Information Center

Samani, Ebrahim; Nordin, Noreen; Mukundan, Jayakaran; Samad, Arashd

2015-01-01

Problem Statement: The Internet as a tool that presents many challenges has drawn the attention of researchers in the field of education and especially foreign language teaching. However, there has been a lack of information about the true nature of these environments. In recent years, determination of the patterns of negotiation of meaning as a…

GeoGebra Materials for LMS Moodle Focused Monge on Projection

ERIC Educational Resources Information Center

Ferdiánová, Vera

2017-01-01

"The use of e-learning and modern technologies is an integral part of teaching descriptive geometry" (Rankowski and Minaruth, 1979). Teachers often create Flash animations, websites and other interactive materials for their students using special tools and software; e.g. Cabri, GeoGebra or Construct 3D (García et al, 2007). There is an…

A Longitudinal Comparison of Two Versions of an Interactive Multimedia Substance Abuse Education Program

ERIC Educational Resources Information Center

Epstein, Joel; Thomson, Nicole Renick; Collins, Karen Kadela; Pancella, Thom

2009-01-01

Using a grant from the National Institute on Drug Abuse, The Missouri Institute of Mental Health produced a series of media tools designed to teach fourth-, fifth-, and sixth-grade children from African-American churches about the science of drug addiction. Beginning with a core curriculum, we created two separate interventions. In the…

A Graphics System for Pole-Zero Map Analysis.

ERIC Educational Resources Information Center

Beyer, William Fred, III

Computer scientists have developed an interactive, graphical display system for pole-zero map analysis. They designed it for use as an educational tool in teaching introductory courses in automatic control systems. The facilities allow the user to specify a control system and an input function in the form of a pole-zero map and then examine the…

Corpus-Supported Academic Writing: How Can Technology Help?

ERIC Educational Resources Information Center

Chitez, Madalina; Rapp, Christian; Kruse, Otto

2015-01-01

Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

Music and Cultural Analysis in the Classroom: Introducing Sociology through Heavy Metal.

ERIC Educational Resources Information Center

Ahlkvist, Jarl A.

1999-01-01

Demonstrates that popular music's potential as a tool for teaching interactive introductory sociology courses is enhanced when a cultural analysis of a specific music genre is incorporated into the classroom. Presents a two-part model for integrating a cultural analysis of heavy metal music and its subculture into the introductory course. Includes…

Using a Modular Construction Kit for the Realization of an Interactive Computer Graphics Course.

ERIC Educational Resources Information Center

Klein, Reinhard; Hanisch, Frank

Recently, platform independent software components, like JavaBeans, have appeared that allow writing reusable components and composing them in a visual builder tool into new applications. This paper describes the use of such models to transform an existing course into a modular construction kit consisting of components of teaching text and program…

The Correlation of Students' Classroom-Assigned Time Social Networking with TAKS Literacy Scores

ERIC Educational Resources Information Center

Bicknell, Angela

2012-01-01

Education has continued to follow a traditional teaching model which may not prepare students with needed workforce skills. Social networking has been viewed as a technology tool useful for enhancing communication at both the business and educational level. The theory of connectivism underscores the need for social group interaction to provide…

LearnSmart, Adaptive Teaching, and Student Learning Effectiveness: An Empirical Investigation

ERIC Educational Resources Information Center

Sun, Qin; Abdourazakou, Yann; Norman, Thomas J.

2017-01-01

Facing the growing number of digital natives entering the classroom, business professors look for innovative ways to enhance the student learning experience. The authors focus on the online interactive learning tool LearnSmart (McGraw-Hill, New York, NY), and examine its impact on student learning effectiveness by testing the direct and indirect…

Evaluating the Interactive Learning Tool Simreal+ for Visualizing and Simulating Mathematical Concepts

ERIC Educational Resources Information Center

Hadjerrouit, Said

2015-01-01

This research study aims at evaluating the suitability of SimReal+ for effective use in teacher education. SimReal+ was originally developed to teach mathematics in universities, but it is has been recently improved to include school mathematics. The basic idea of SimReal+ is that the visualization of mathematical concepts is a powerful technique…

A Computer-Assisted Instruction Program for Exercises on Finding Axioms. Technical Report Number 186.

ERIC Educational Resources Information Center

Goldberg, Adele; Suppes, Patrick

An interactive computer-assisted system for teaching elementary logic is described, which was designed to handle formalizations of first-order theories suitable for presentation in a computer-assisted instruction environment. The system provides tools with which the user can develop and then study a nonlogical axiomatic theory along whatever lines…

"iRobiQ": The Influence of Bidirectional Interaction on Kindergarteners' Reading Motivation, Literacy, and Behavior

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Lin, Chien-Yu; Hsu, Hsiu-Ling

2015-01-01

This study focused on an intelligent robot which was viewed as a language teaching/learning tool to improve children's reading ability, reading interest, and learning behavior. The iRobiQ, with its multimedia contents, was employed to encourage children to read, speak, and answer questions. Fifty-seven pre-kindergarteners participated in this…

Social Media and the New Academic Environment: Pedagogical Challenges

ERIC Educational Resources Information Center

Patrut, Bogdan; Patrut, Monica; Cmeciu, Camelia

2013-01-01

As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New…

Application of Interactive Multimedia Tools in Teaching Mathematics--Examples of Lessons from Geometry

ERIC Educational Resources Information Center

Milovanovic, Marina; Obradovic, Jasmina; Milajic, Aleksandar

2013-01-01

This article presents the benefits and importance of using multimedia in the math classes by the selected examples of multimedia lessons from geometry (isometric transformations and regular polyhedra). The research included two groups of 50 first year students of the Faculty of the Architecture and the Faculty of Civil Construction Management.…

Exploring Experimental Design: An Excel-Based Simulation Using Steller Sea Lion Behavior

ERIC Educational Resources Information Center

Ryan, Wendy L.; St. Iago-McRae, Ezry

2016-01-01

Experimentation is the foundation of science and an important process for students to understand and experience. However, it can be difficult to teach some aspects of experimentation within the time and resource constraints of an academic semester. Interactive models can be a useful tool in bridging this gap. This freely accessible simulation…

Quick Reads: Using Ipads to Explore Parabolas

ERIC Educational Resources Information Center

Bixler, Sharon G.

2014-01-01

An iPad® can be used to teach students to graph parabolas with ease and grasp vocabulary quickly. Parabolas come to life for students in this easily implemented activity described in this article. Teachers can use this tool in a fun and interactive way to not only address these graphing and vocabulary concepts but also introduce and explore…

Using Representational Tools to Learn about Complex Systems: A Tale of Two Classrooms

ERIC Educational Resources Information Center

Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca

2015-01-01

Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…

Microscopy Images as Interactive Tools in Cell Modeling and Cell Biology Education

ERIC Educational Resources Information Center

Araujo-Jorge, Tania C.; Cardona, Tania S.; Mendes, Claudia L. S.; Henriques-Pons, Andrea; Meirelles, Rosane M. S.; Coutinho, Claudia M. L. M.; Aguiar, Luiz Edmundo V.; Meirelles, Maria de Nazareth L.; de Castro, Solange L.; Barbosa, Helene S.; Luz, Mauricio R. M. P.

2004-01-01

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of…

Identification of "At Risk" Students Using Learning Analytics: The Ethical Dilemmas of Intervention Strategies in a Higher Education Institution

ERIC Educational Resources Information Center

Lawson, Celeste; Beer, Colin; Rossi, Dolene; Moore, Teresa; Fleming, Julie

2016-01-01

Learning analytics is an emerging field in which sophisticated analytic tools are used to inform and improve learning and teaching. Researchers within a regional university in Australia identified an association between interaction and student success in online courses and subsequently developed a learning analytics system aimed at informing…

Getting Serious with iPads: The Intersection of Game Design and Teaching Principals

ERIC Educational Resources Information Center

Masek, Martin; Murcia, Karen; Morrison, Jason

2012-01-01

Mobile devices, such as tablets and smart phones, are increasingly being utilised as tools for education, with tablets such as the Apple iPad being introduced into many classrooms. These devices are seen as enablers of learning through a fun, interactive interface; however the process of producing a pedagogically valid, yet entertaining…

`Question Moments': A Rolling Programme of Question Opportunities in Classroom Science

NASA Astrophysics Data System (ADS)

Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike

2016-06-01

This naturalistic study integrates specific `question moments' into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students' contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.

Development and utilization of a web-based application as a robust radiology teaching tool (radstax) for medical student anatomy teaching.

PubMed

Colucci, Philip G; Kostandy, Petro; Shrauner, William R; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2015-02-01

Rationale and Objectives: The primary role of radiology in the preclinical setting is the use of imaging to improve students' understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students.Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets.Materials and Methods: RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience.Results: RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program.Conclusions: RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists.This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student.

Development and Utilization of a Web-Based Application as a Robust Radiology Teaching Tool (RadStax) for Medical Student Anatomy Teaching

PubMed Central

Colucci, Philip G.; Kostandy, Petro; Shrauner, William R.; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S.; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2016-01-01

Rationale and Objectives The primary role of radiology in the preclinical setting is the use of imaging to improve students’ understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students. Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets. Materials and Methods RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience. Results RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program. Conclusions RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists. This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student. PMID:25964956

[Narrative Pedagogy in Nursing Education: The Essence of Clinical Nursing Process Recording].

PubMed

Chao, Yu-Mei Y; Chiang, Hsien-Hsien

2017-02-01

Clinical nursing process recording (CNPR) has been shown to be an effective tool for facilitating student-centered teaching and learning in nursing education. Yet, the essence and process of this tool have yet to be sufficiently explored and clarified. To explore the essence of CNPR in the contexts of clinical teaching and learning. Reflective analysis was used as the phenomenological approach to analyze the qualitative data, which were transcribed from the oral responses of the six participants who were attending the Clinical Nursing Education Forum. A total of five sessions of the Clinical Nursing Education Forums were conducted. The content of the Clinical Nursing Education Forums consisted of a series of 12 narrative writings of CNPR that were written by a senior student and read and commented on by the student's clinical instructor. Three groups of the essence and process of clinical teaching and learning were inductively identified as: (a) mobilizing autonomous, self-directed learning behavior from self-writing and re-storying; (b) establishing the student-instructor dialogical relationship from mutual localization; and (c) co-creating a learning environment in education and in clinical practice. When used as an interactive teaching and learning tool, CNPR promotes mutual understanding by re-locating the self in the coexisting roles of student nurse, instructor, and patient in a series of nursing care situations. This re-location facilitates students' self-directed learning, enhances the abilities of asking question, waiting for and accompany with the instructor; and promotes the self-care capabilities of patients.

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting.

PubMed

Syed Sheriff, R J; Bass, N; Hughes, P; Ade-Odunlade, P; Ismail, A; Whitwell, S; Jenkins, R

2013-07-01

There are currently no practising psychiatrists in Somaliland. In 2007 the first medical students graduated from universities in Somaliland without mental health training. We aimed to pilot an intensive but flexible package of mental health training to all senior medical students and interns using interactive training techniques and to evaluate its effectiveness by assessing knowledge, skills and attitudes. Teaching techniques included didactic lectures, case based discussion groups and role playing. Informal feedback informed a flexible teaching package. Assessment tools designed specifically for this course included a pre and post course MCQ exam and an OSCE. Changes in students' attitudes were evaluated using a questionnaire administered before and after the course. In addition, a questionnaire administered following the course evaluated the changes students perceived in their knowledge and attitudes to mental health. The MCQ improved from 50.7% pre course to 64.4% post course (p = 9.73 E-08). Students achieved an average overall OSCE mark of 71%. The pre and post attitudes questionnaire was most significantly different for statements relevant to aetiology, stigma and the overlap between mental and physical health. The statement most strongly agreed with after the course was 'I now understand more about the overlap between mental and physical health'. Interactive teaching provided a learning experience for both students and trainers. On site and distance learning based on the teaching described here has widened the scope of the training possible in psychiatry and allowed the provision of regular teaching, supervision and peer support in Somaliland. However, the current lack of local expertise means that important issues of sustainability need to be considered in future work.

Peer review: a tool to enhance clinical teaching.

PubMed

Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

2013-10-01

The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

NASA Astrophysics Data System (ADS)

Robbins, Dennis; Ford, K. E. Saavik

2018-01-01

The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

Silicon photonics cloud (SiCloud)

NASA Astrophysics Data System (ADS)

DeVore, Peter T. S.; Jiang, Yunshan; Lynch, Michael; Miyatake, Taira; Carmona, Christopher; Chan, Andrew C.; Muniam, Kuhan; Jalali, Bahram

2015-02-01

We present SiCloud (Silicon Photonics Cloud), the first free, instructional web-based research and education tool for silicon photonics. SiCloud's vision is to provide a host of instructional and research web-based tools. Such interactive learning tools enhance traditional teaching methods by extending access to a very large audience, resulting in very high impact. Interactive tools engage the brain in a way different from merely reading, and so enhance and reinforce the learning experience. Understanding silicon photonics is challenging as the topic involves a wide range of disciplines, including material science, semiconductor physics, electronics and waveguide optics. This web-based calculator is an interactive analysis tool for optical properties of silicon and related material (SiO2, Si3N4, Al2O3, etc.). It is designed to be a one stop resource for students, researchers and design engineers. The first and most basic aspect of Silicon Photonics is the Material Parameters, which provides the foundation for the Device, Sub-System and System levels. SiCloud includes the common dielectrics and semiconductors for waveguide core, cladding, and photodetection, as well as metals for electrical contacts. SiCloud is a work in progress and its capability is being expanded. SiCloud is being developed at UCLA with funding from the National Science Foundation's Center for Integrated Access Networks (CIAN) Engineering Research Center.

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Psychodrama: an innovative way of improving self-awareness of nurses.

PubMed

Oflaz, F; Meriç, M; Yuksel, Ç; Ozcan, C T

2011-09-01

The aim of this educational session was to form a group interaction model for improving the self-awareness of nurses via psychodrama. The structured group interaction session was conducted three times, with three separate groups, during the 'Intensive Care Nursing' training programme at a teaching hospital in Ankara. An assessment was made using the written records and observations of the group director and co-directors and feedback from nurses regarding the session. The nurses were highly motivated, adapting readily to the learning environment and following the instructions without difficulty. They were able to describe their personal experience with a specific patient and also to identify the fundamental emotion engendered by that interaction. Their feedback regarding the session was favourable. The psychodrama technique helped the nurses to understand themselves, to explore the perspective of others and to make the connection between their own thoughts/feelings and those of their patients. Psychodrama can be an effective teaching tool in addressing the communication issues that arise in nursing. © 2011 Blackwell Publishing.

Teaching Astronomy with Technology

NASA Astrophysics Data System (ADS)

Austin, Carmen; Impey, Chris David; Wenger, Matthew

2015-01-01

Students today are expected to have access to computers and the Internet. Students young and old, in school and out of school, are interested in learning about astronomy, and have computers to use for this. Teach Astronomy is a website with a comprehensive digital astronomy textbook freely available to students and educators. In addition to the textbook, there are astronomy Wikipedia articles, image archives from Astronomy Picture of the Day and AstroPix, and video lectures covering all topics of astronomy. Teach Astronomy has a unique search tool called the wikimap that can be used to search through all of the resources on the site. Astronomy: State of the Art (ASOTA) is a massive, open, online course (MOOC). Over 18,000 students have enrolled over the past year and half. This MOOC has been presented in various forms. First, only to students on the web, with content released weekly on host site Udemy. Then to university students who met formally in the classroom for educational activities, but were also expected to watch lectures online on their own time. Presently, it is available online for students to go at their own pace. In the future it will be available in an extended format on a new host site, Coursera. ASOTA instructors use social media to interact with students. Students ask questions via the course host site, Udemy. Live question and answer sessions are conducted using Google Hangouts on Air, and interesting and relevant astronomy news, or supplementary educational content is shared via the ASOTA Facebook page. Teaching on the Internet may seem impersonal and impractical, but by learning to use all of these tools, instructors have the ability to interact with students, and keep them engaged.

Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

NASA Astrophysics Data System (ADS)

Miller, Kelly Anne

The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

Interactive NMR: A Simulation Based Teaching Tool for Fundamentals to Applications with Tangible Analogies

NASA Astrophysics Data System (ADS)

Griesse-Nascimento, Sarah; Bridger, Joshua; Brown, Keith; Westervelt, Robert

2011-03-01

Interactive computer simulations increase students' understanding of difficult concepts and their ability to explain complex ideas. We created a module of eight interactive programs and accompanying lesson plans for teaching the fundamental concepts of Nuclear Magnetic Resonance (NMR) and Magnetic Resonance Imaging (MRI) that we call interactive NMR (iNMR). We begin with an analogy between nuclear spins and metronomes to start to build intuition about the dynamics of spins in a magnetic field. We continue to explain T1, T2, and pulse sequences with the metronome analogy. The final three programs are used to introduce and explain the Magnetic Resonance Switch, a recent diagnostic technique based on NMR. A modern relevant application is useful to generate interest in the topic and confidence in the students' ability to apply their knowledge. The iNMR module was incorporated into a high school AP physics class. In a preliminary evaluation of implementation, students expressed enthusiasm and demonstrated enhanced understanding of the material relative to the previous year. Funded by NSF PHY-0646094 grant.

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

ERIC Educational Resources Information Center

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Taking Nanomedicine Teaching into Practice with Atomic Force Microscopy and Force Spectroscopy

ERIC Educational Resources Information Center

Carvalho, Filomena A.; Freitas, Teresa; Santos, Nuno C.

2015-01-01

Atomic force microscopy (AFM) is a useful and powerful tool to study molecular interactions applied to nanomedicine. The aim of the present study was to implement a hands-on atomic AFM course for graduated biosciences and medical students. The course comprises two distinct practical sessions, where students get in touch with the use of an atomic…

Beyond Discourse and Interaction. Variation: A Critical Aspect for Teaching and Learning Mathematics

ERIC Educational Resources Information Center

Runesson, Ulla

2005-01-01

In this article a theory of learning, variation theory, is presented in order to address the "provocation" created by the relationship between theoretical positions and findings in research and what these do and do not disclose. I demonstrate how this can be used as an analytical tool for studying classroom learning in mathematics by juxtaposing…

Let's Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory (ACIRI)

ERIC Educational Resources Information Center

DeBruin-Parecki, Andrea

2007-01-01

Everyone knows how important it is to read to young children--but it is the "quality" of shared reading that really affects emergent literacy. How well are adults engaging and teaching children as they read together? How well are children listening and responding? The first and only tool to measure the quality of adult and child interactions…

Technology in ELT: English Teachers Investigate Animoto and Fotobabble

ERIC Educational Resources Information Center

Coskun, Abdullah; Marlowe, Zoe

2015-01-01

Because of being socially interactive, portable and multimodal, the Internet has had an impact on the field of foreign language education (Warschauer, 2001), and Web 2.0 tools have become integral parts of our everyday teaching. Thus, the aims of this study are twofold: On the one hand, it aims to introduce Animoto and Fotobabble as free Web 2.0…

NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice. High School School Edition.

ERIC Educational Resources Information Center

Texley, Juliana, Ed.; Wild, Ann, Ed.

This book is designed for high school teachers and contains tools to guide teaching, professional development, assessment, program and curriculum, and interactions with the education system working towards the vision of the National Science Education Standards. The first three and last two chapters discuss the Standards that apply to all K-12…

Teaching Knowledge Management by Combining Wikis and Screen Capture Videos

ERIC Educational Resources Information Center

Makkonen, Pekka; Siakas, Kerstin; Vaidya, Shakespeare

2011-01-01

Purpose: This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools for enhanced learning. Design/methodology/approach: The era of social media and web 2.0 has enabled a bottom-up collaborative approach and new ways to publish work on the…

Using Eye Tracking as a Tool to Teach Informatics Students the Importance of User Centered Design

ERIC Educational Resources Information Center

Gelderblom, Helene; Adebesin, Funmi; Brosens, Jacques; Kruger, Rendani

2017-01-01

In this article the authors describe how they incorporate eye tracking in a human-computer interaction (HCI) course that forms part of a postgraduate Informatics degree. The focus is on an eye tracking assignment that involves student groups performing usability evaluation studies for real world clients. Over the past three years the authors have…

The Doubles: Evaluation of a Substance Abuse Education Curriculum for Elementary School Students

ERIC Educational Resources Information Center

Epstein, Joel; Collins, Karen Kadela; Thomson, Nicole Renick; Pancella, Thom; Pauley, Danielle

2007-01-01

"The Doubles," funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third- and fourth-grade students about the science of drug addiction. The program's curriculum was delivered through a set of DVDs, interactive CD-ROMs, workbooks, or an Internet Site. Results indicate that although the…

The Doubles: A Case Study on Developing a Technology-Based Substance Abuse Education Curriculum

ERIC Educational Resources Information Center

Epstein, Joel; Collins, Karen Kadela; Pancella, Thom

2004-01-01

The Doubles, funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third and fourth grade students about the science of drug addiction. The program's curriculum is delivered via a set of videos, interactive CD-ROMs, workbooks, or an Internet site. This article examines the process used to…

Case Study: Teaching Nature of Science through Scientific Models--The Geocentric vs. Heliocentric Cosmology

ERIC Educational Resources Information Center

Price, Matthew; Rogers, Michael

2016-01-01

In the nonmajor science classroom, case studies--when used as learning tools--should help students build the necessary framework to understand the nature of science. For most students, the nonmajor science course (in this case, Astronomy 101) may be the last time that they interact with science in a formal learning setting. A National Science…

Script-theory virtual case: A novel tool for education and research.

PubMed

Hayward, Jake; Cheung, Amandy; Velji, Alkarim; Altarejos, Jenny; Gill, Peter; Scarfe, Andrew; Lewis, Melanie

2016-11-01

Context/Setting: The script theory of diagnostic reasoning proposes that clinicians evaluate cases in the context of an "illness script," iteratively testing internal hypotheses against new information eventually reaching a diagnosis. We present a novel tool for teaching diagnostic reasoning to undergraduate medical students based on an adaptation of script theory. We developed a virtual patient case that used clinically authentic audio and video, interactive three-dimensional (3D) body images, and a simulated electronic medical record. Next, we used interactive slide bars to record respondents' likelihood estimates of diagnostic possibilities at various stages of the case. Responses were dynamically compared to data from expert clinicians and peers. Comparative frequency distributions were presented to the learner and final diagnostic likelihood estimates were analyzed. Detailed student feedback was collected. Over two academic years, 322 students participated. Student diagnostic likelihood estimates were similar year to year, but were consistently different from expert clinician estimates. Student feedback was overwhelmingly positive: students found the case was novel, innovative, clinically authentic, and a valuable learning experience. We demonstrate the successful implementation of a novel approach to teaching diagnostic reasoning. Future study may delineate reasoning processes associated with differences between novice and expert responses.

Teachers' and students' perspectives on teaching and learning through virtual learning environments

NASA Astrophysics Data System (ADS)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

A Tool to Teach Communication Skills to Pharmacy Students

PubMed Central

2008-01-01

Objective To develop a tool to teach pharmacy students assertive communication skills to use when talking with physicians over the telephone. Design As an assignment for their Communication Skills and Counseling course, students were asked to write a script involving a patient care issue or problem covering 3 different communication styles that could be used when contacting a prescriber by telephone: passive, aggressive, and assertive. Students worked in groups to write and act out the scripts for the class. Assessment Eight scripts were developed by students and rated by peers and faculty members. The script that received the highest ratings was used in the development of a multimedia educational CD. Conclusion The development of hypothetical scripts describing a drug therapy problem and illustrating the types of interactions between physicians and pharmacists while discussing the problem allowed pharmacy students to explore different communication techniques and improve their communication skills. PMID:18698394

An interactive computer lab of the galvanic cell for students in biochemistry.

PubMed

Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

2018-01-01

We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as Δ r G, Δ r H, and Δ r S that are calculated but not directly measured in the lab. We also discuss how new technologies can substitute some parts of experimental chemistry courses, and improve accessibility to course material. Cloud computing platforms such as CoCalc facilitate the distribution of computer codes and allow students to access and apply interactive course tools beyond the course's scope. Despite some limitations imposed by cloud computing, the students appreciated the approach and the enhanced opportunities to discuss study questions with their classmates and instructor as facilitated by the interactive tools. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):58-65, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool.

PubMed

Mathibe, Lehlohonolo J

2007-04-01

Recent studies encourage educators in nursing to use innovative and non-traditional teaching methods, such as using popular movies, posters, portfolios and surfing the internet, to stimulate students' interest, participation and interaction to enhance academic performance as well as knowledge retention. In this, descriptive cross-sectional study, we used self-administered questionnaires with statements graded on 5-points Likert scale (quantitative measures) and open-ended questions (qualitative measures), to assess the feasibility and students' perceptions regarding the use of Lance Armstrong's autobiography of surviving against cancer as a teaching tool. At the beginning of the lecture copies of selected chapters from: "It's Not About the Bike; My Journey Back to Life" [Armstrong, L., Jenkins, S. 2001. It's Not About The Bike: My Journey Back To Life. Yellow Jersey Press, Random House (Pty) Limited, Great Britain], were given to students. Willing students were requested to read for the whole class while the lecturer interjected periodically to explain and expound on certain pharmacological concepts. Eighty percent (80%) of participants felt that the use of an autobiography stimulated their interesting in cancer drugs and 84% agreed/strongly agreed that it contributed to their knowledge of pharmacology. Using Lance Armstrong's autobiography of survival to teach cytotoxic drugs is a worthwhile and rewarding exercise from the student nurses' perspective.

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

NASA Astrophysics Data System (ADS)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

Economical Sponge Phantom for Teaching, Understanding, and Researching A- and B-Line Reverberation Artifacts in Lung Ultrasound.

PubMed

Blüthgen, Christian; Sanabria, Sergio; Frauenfelder, Thomas; Klingmüller, Volker; Rominger, Marga

2017-10-01

This project evaluated a low-cost sponge phantom setup for its capability to teach and study A- and B-line reverberation artifacts known from lung ultrasound and to numerically simulate sound wave interaction with the phantom using a finite-difference time-domain (FDTD) model. Both A- and B-line artifacts were reproducible on B-mode ultrasound imaging as well as in the FDTD-based simulation. The phantom was found to be an easy-to-set up and economical tool for understanding, teaching, and researching A- and B-line artifacts occurring in lung ultrasound. The FDTD method-based simulation was able to reproduce the artifacts and provides intuitive insight into the underlying physics. © 2017 by the American Institute of Ultrasound in Medicine.

Molecular Dynamics Visualization (MDV): Stereoscopic 3D Display of Biomolecular Structure and Interactions Using the Unity Game Engine.

PubMed

Wiebrands, Michael; Malajczuk, Chris J; Woods, Andrew J; Rohl, Andrew L; Mancera, Ricardo L

2018-06-21

Molecular graphics systems are visualization tools which, upon integration into a 3D immersive environment, provide a unique virtual reality experience for research and teaching of biomolecular structure, function and interactions. We have developed a molecular structure and dynamics application, the Molecular Dynamics Visualization tool, that uses the Unity game engine combined with large scale, multi-user, stereoscopic visualization systems to deliver an immersive display experience, particularly with a large cylindrical projection display. The application is structured to separate the biomolecular modeling and visualization systems. The biomolecular model loading and analysis system was developed as a stand-alone C# library and provides the foundation for the custom visualization system built in Unity. All visual models displayed within the tool are generated using Unity-based procedural mesh building routines. A 3D user interface was built to allow seamless dynamic interaction with the model while being viewed in 3D space. Biomolecular structure analysis and display capabilities are exemplified with a range of complex systems involving cell membranes, protein folding and lipid droplets.

Teaching professionalism through virtual means.

PubMed

McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

2012-02-01

Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

Singapore National Medical Image Resource Centre (SN.MIRC): a world wide web resource for radiology education.

PubMed

Yang, Guo-Liang; Lim, C C Tchoyoson

2006-08-01

Radiology education is heavily dependent on visual images, and case-based teaching files comprising medical images can be an important tool for teaching diagnostic radiology. Currently, hardcopy film is being rapidly replaced by digital radiological images in teaching hospitals, and an electronic teaching file (ETF) library would be desirable. Furthermore, a repository of ETFs deployed on the World Wide Web has the potential for e-learning applications to benefit a larger community of learners. In this paper, we describe a Singapore National Medical Image Resource Centre (SN.MIRC) that can serve as a World Wide Web resource for teaching diagnostic radiology. On SN.MIRC, ETFs can be created using a variety of mechanisms including file upload and online form-filling, and users can search for cases using the Medical Image Resource Center (MIRC) query schema developed by the Radiological Society of North America (RSNA). The system can be improved with future enhancements, including multimedia interactive teaching files and distance learning for continuing professional development. However, significant challenges exist when exploring the potential of using the World Wide Web for radiology education.

Driving student-centred calculus: results of a comprehensive case study for Kaizen learning in the Sultanate of Oman

NASA Astrophysics Data System (ADS)

Heim, Bernhard; Rupp, Florian; Viet, Nils; Stockhausen, Paul v.; Gallenkämper, Jonas; Kreuzer, Judith

2015-04-01

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching concept best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen repetitions (also with feedback loops and tests) to calibrate a course for the students. Here, this intensive blended, student-centred learning paradigm is analysed together with its direct impact on the students' performance. This case study leads to easy-to-implement key drivers for successfully teaching science in Oman, such as (1) human-human interaction, (2) clearly communicated expectations, (3) avoidance of a short-term learning attitude, (4) a no-calculator policy, (5) continuous Kaizen learning, and (6) balanced combination of traditional teaching and e-learning.

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

PubMed

Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions. Copyright (c) 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Paired peer review of university classroom teaching in a school of nursing and midwifery.

PubMed

Bennett, Paul N; Parker, Steve; Smigiel, Heather

2012-08-01

Peer review of university classroom teaching can increase the quality of teaching but is not universally practiced in Australian universities. To report an evaluation of paired peer-review process using both paper and web based teaching evaluation tools. Twenty university teachers in one metropolitan Australian School of Nursing and Midwifery were randomly paired and then randomly assigned to a paper based or web-based peer review tool. Each teacher reviewed each other's classroom teaching as part of a peer review program. The participants then completed an 18 question survey evaluating the peer review tool and paired evaluation process. Responses were analyzed using frequencies and percentages. Regardless of the tool used, participants found this process of peer review positive (75%), collegial (78%), supportive (61%) and non-threatening (71%). Participants reported that the peer review will improve their own classroom delivery (61%), teaching evaluation (61%) and planning (53%). The web-based tool was found to be easier to use and allowed more space than the paper-based tool. Implementation of a web-based paired peer review system can be a positive method of peer review of university classroom teaching. Pairing of teachers to review each other's classroom teaching is a promising strategy and has the potential to improve teaching in teaching universities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

PubMed Central

Wesner, Amber R.; Jones, Ryan; Schultz, Karen; Johnson, Mark

2016-01-01

The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p < 0.05), with the exception of one area pertaining to the ability to describe characteristics of outstanding teachers, which was noted to be strong before and after using the tool (p = 0.5027). Overall results were positive, with 81% of participants responding that the reflection tool was helpful in developing a teaching philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. PMID:28970382

An Instructional Feedback Technique for Teaching Project Management Tools Aligned with PMBOK

ERIC Educational Resources Information Center

Gonçalves, Rafael Queiroz; von Wangenheim, Christiane Gresse; Hauck, Jean Carlo Rossa; Petri, Giani

2017-01-01

The management of contemporary software projects is unfeasible without the support of a Project Management (PM) tool. In order to enable the adoption of PM tools in practice, teaching its usage is important as part of computer education. Aiming at teaching PM tools, several approaches have been proposed, such as the development of educational PM…

SnapAnatomy, a computer-based interactive tool for independent learning of human anatomy.

PubMed

Yip, George W; Rajendran, Kanagasuntheram

2008-06-01

Computer-aided instruction materials are becoming increasing popular in medical education and particularly in the teaching of human anatomy. This paper describes SnapAnatomy, a new interactive program that the authors designed for independent learning of anatomy. SnapAnatomy is primarily tailored for the beginner student to encourage the learning of anatomy by developing a three-dimensional visualization of human structure that is essential to applications in clinical practice and the understanding of function. The program allows the student to take apart and to accurately put together body components in an interactive, self-paced and variable manner to achieve the learning outcome.

Assembling a Case Study Tool Kit: 10 Tools for Teaching with Cases

ERIC Educational Resources Information Center

Prud'homme-Généreux, Annie

2017-01-01

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. The author shares the strategies and tools that teachers can use to manage a case study classroom effectively.

Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

NASA Astrophysics Data System (ADS)

McCammon, William Gavin Lodge, Jr.

Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

Interactive Physics: the role of interactive learning objects in teaching Physics in Engineering

NASA Astrophysics Data System (ADS)

Benito, R. M.; Cámara, M. E.; Arranz, F. J.

2009-04-01

In this work we present the results of a Project in educational innovation entitled "Interactive Physics". We have developed resources for teaching Physics for students of Engineering, with an emphasis in conceptual reinforcement and addressing the shortcomings of students entering the University. The resources developed include hypertext, graphics, equations, quizzes and more elaborated problems that cover the customary syllabus in first-year Physics: kinematics and dynamics, Newton laws, electricity and magnetism, elementary circuits… The role of vector quantities is stressed and we also provide help for the most usual mathematical tools (calculus and trigonometric formulas). The structure and level of detail of the resources are fitted to the conceptual difficulties that most of the students find. Some of the most advanced resources we have developed are interactive simulations. These are real simulations of key physical situations, not only animations. They serve as learning objects, in the well known sense of small reusable digital objects that are self-contained and tagged with metadata. In this sense, we use them to link concepts and content through interaction with active engagement of the student. The development of an interactive simulation involves several steps. First, we identify common pitfalls in the conceptual framework of the students and the points in which they stumble frequently. Then we think of a way to make clear the physical concepts using a simulation. After that, we program the simulation (using Flash or Java) and finally the simulation is tested with the students, and we reelaborate some parts of it in terms of usability. In our communication, we discuss the usefulness of these interactive simulations in teaching Physics for engineers, and their integration in a more comprehensive b-learning system.

Virtual and Printed 3D Models for Teaching Crystal Symmetry and Point Groups

ERIC Educational Resources Information Center

Casas, Lluís; Estop, Euge`nia

2015-01-01

Both, virtual and printed 3D crystal models can help students and teachers deal with chemical education topics such as symmetry and point groups. In the present paper, two freely downloadable tools (interactive PDF files and a mobile app) are presented as examples of the application of 3D design to study point-symmetry. The use of 3D printing to…

The Experience of Teachers in the Application of "ActivInspire" Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania

ERIC Educational Resources Information Center

Dudaite, Jolita; Prakapas, Romas

2017-01-01

New technologies are evidently gaining access to daily school life. Considering new challenges, the educators search for new ways to update educational content in the 21st Century when learning paradigms are changing. Soon, the new technological tools and solutions become predominant and change the traditional approach to teaching and learning.…

Adoption of Social Networking in Education: A Study of the Use of Social Networks by Higher Education Students in Oman

ERIC Educational Resources Information Center

Al-Mukhaini, Elham M.; Al-Qayoudhi, Wafa S.; Al-Badi, Ali H.

2014-01-01

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide…

The Use of Interactive Environments to Promote Self-Regulation in Online Learning: A Literature Review

ERIC Educational Resources Information Center

Delen, Erhan; Liew, Jeffrey

2016-01-01

Distance education in the 21st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online…

Exploring science and technology through the Herschel space observatory

NASA Astrophysics Data System (ADS)

Minier, V.; Rouzé, M.

2015-03-01

Because modern astronomy associates the quest of our origins and high-tech instruments, communicating and teaching astronomy explore both science and technology. We report here on our work in communicating astronomy to the public through Web sites (www.herschel.fr), movies on Dailymotion (www.dailymotion.com/AstrophysiqueTV) and new ITC tools that describe interactively the technological dimension of a space mission for astrophysics.

Teaching Web Security Using Portable Virtual Labs

ERIC Educational Resources Information Center

Chen, Li-Chiou; Tao, Lixin

2012-01-01

We have developed a tool called Secure WEb dEvelopment Teaching (SWEET) to introduce security concepts and practices for web application development. This tool provides introductory tutorials, teaching modules utilizing virtualized hands-on exercises, and project ideas in web application security. In addition, the tool provides pre-configured…

A Survey of Educational Uses of Molecular Visualization Freeware†

PubMed Central

Craig, Paul A.; Michel, Lea Vacca; Bateman, Robert C.

2014-01-01

As biochemists, one of our most captivating teaching tools is the use of molecular visualization. It is a compelling medium that can be used to communicate structural information much more effectively with interactive animations than with static figures. We have conducted a survey to begin a systematic evaluation of the current classroom usage of molecular visualization. Participants (n = 116) were asked to complete 11 multiple choice and 3 open ended questions. To provide more depth to these results, interviews were conducted with 12 of the participants. Many common themes arose in the survey and the interviews: a shared passion for the use of molecular visualization in teaching, broad diversity in software preference, the lack of uniform standards for assessment, a desire for more quality resources, and the challenge of enabling students to incorporate visualization in their learning. The majority of respondents had used molecular visualization for more than 5 years and mentioned 32 different visualization tools used, with Jmol and PyMOL clearly standing out as the most frequently used programs at the present time. The most common uses of molecular visualization in teaching were lecture and lab illustrations, followed by exam questions, in-class or in-laboratory exercises, and student projects, which frequently included presentations. While a minority of instructors used a grading rubric/scoring matrix for assessment of student learning with molecular visualization, many expressed a desire for common use assessment tools. PMID:23649886

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

Interactive radio in the classroom: ten years of proven success.

PubMed

Imhoof, M

1985-01-01

Interactive instructional radio programming is an innovative, inexpensive, and highly effective educational tool. In interactive radio programming, lessons are provided by a radio instructor, but unlike other radio education programs, the instructor prompts responses from the radio audience, provides pauses for audience responses, and then supplies the correct response to the prompt. The lessons are generally supervised by a classroom teacher, and the students respond to the radio prompts either orally or in writing. The lessons encourage student participation, and the programs frequently require more than 100 audience responses for each 1/2 hour of radio programing. The US Agency for International Development's Office of Education in the Bureau for Science and Technology researched and developed the tool during the last 10 years, and conducted highly successful experimental projects with it in Kenya, Nicaragua, and the Dominican Republic. In September 1984 a conference, jointly sponsored by the agency and Kenya's Ministry of Education, Science, and Technology, was held in Nairobi to demonstrate the new tool and to encourage other countries to utilize the approach. Participants visited rural classrooms in Kenya where they had an opportunity to observe how the technique was being successfully used in Kenya's Radio Language Arts Project. In view of the successful results attained in the experimental projects of the 3 countries noted above, the conference participants recommended that the technique should immediately be integrated into the national curricula of these countries, and that the approach should be more widely used in other countries. They noted that the technique is especially appropriate for use in primary schools and in nonformal adult education programs and that the tool is especially useful for teaching mathematics and second languages. They recommended that educators in developing countries develop interactive instructional radio programs, evaluate these programs, and then integrate the approach in the school curriculum. The participants noted that the technique can serve to upgrade the quality of classroom teaching and that the approach can be also used to provide teachers with inservice training. They further recommended that administrators and parents should be provided with information about the technique and its advantages, and that efforts should be made to immediately promote its use.

Problems in Choosing Tools and Methods for Teaching Programming

ERIC Educational Resources Information Center

Vitkute-Adžgauskiene, Davia; Vidžiunas, Antanas

2012-01-01

The paper analyses the problems in selecting and integrating tools for delivering basic programming knowledge at the university level. Discussion and analysis of teaching the programming disciplines, the main principles of study programme design, requirements for teaching tools, methods and corresponding languages is presented, based on literature…

Bolstering Teaching through Online Tools

ERIC Educational Resources Information Center

Singh, Anil; Mangalaraj, George; Taneja, Aakash

2010-01-01

This paper offers a compilation of technologies that provides either free or low-cost solutions to the challenges of teaching online courses. It presents various teaching methods the outlined tools and technologies can support, with emphasis on fit between these tools and the tasks they are meant to serve. In addition, it highlights various…

A Pilot Evaluation of a Tutorial to Teach Clients and Clinicians About Gambling Game Design.

PubMed

Turner, Nigel E; Robinson, Janine; Harrigan, Kevin; Ferentzy, Peter; Jindani, Farah

2018-01-01

This paper describes the pilot evaluation of an Internet-based intervention, designed to teach counselors and problem gamblers about how electronic gambling machines (EGMs) work. This study evaluated the tutorial using assessment tools, such as rating scales and test of knowledge about EGMs and random chance. The study results are based on a number of samples, including problem gambling counselors ( n  = 25) and problem gamblers ( n  = 26). The interactive tutorial was positively rated by both clients and counselors. In addition, we found a significant improvement in scores on a content test about EGM games for both clients and counselors. An analysis of the specific items suggests that the effects of the tutorial were mainly on those items that were most directly related to the content of the tutorial and did not always generalize to other items. This tutorial is available for use with clients and for education counselors. The data also suggest that the tutorial is equally effective in group settings and in individual settings. These results are promising and illustrate that the tool can be used to teach counselors and clients about game design. Furthermore, research is needed to evaluate its impact on gambling behavior.

Model-Based Approaches for Teaching and Practicing Personality Assessment.

PubMed

Blais, Mark A; Hopwood, Christopher J

2017-01-01

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology-personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.

Online course delivery modes and design methods in the radiologic sciences.

PubMed

Kowalczyk, Nina; Copley, Stacey

2013-01-01

To determine the current status of online education in the radiologic sciences and to explore learning management systems, course design methods, and online educational tools used in the radiologic sciences. A random sample of 373 educators from Joint Review Committee-accredited radiography, radiation therapy, and nuclear medicine technology educational programs was invited to participate in this study with an online survey. The majority of the programs responding to the survey do not offer online core courses. However, the institutions that do provide online core radiologic courses reported limited use of online tools for course delivery. BlackBoard was reported as the most commonly used learning management system. No significant relationships were identified in reference to self-reported instructor information technology self-efficacy and the instructors' age, years of teaching in higher education, years of teaching online, or use of asynchronous and synchronous technologies. Survey results did demonstrate a significant relationship between the type of institution and the use of synchronous technologies, suggesting that university-based programs were more likely to use this technology. Although the results suggest that online distance education is still not prevalent in radiologic science education, the past 3 years have seen a substantial increase in online course activity. This increase emphasizes the importance of adequate educator instruction and continuing education in the use of interactive technologies for online content delivery. Most educators report receiving 1 to 4 hours of training prior to online course implementation, but additional postimplementation training is necessary to improve the success of online delivery and further integrate interactive learning activities into an online format. The traditional classroom setting is still the primary course offering for radiologic science programs. PowerPoint remains the primary content delivery tool, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. Although the results did not reveal a significant relationship between assessed factors, the small correlations identified suggest that the younger instructors have a higher information technology self-efficacy. In addition, survey results suggest that instructors responding to this survey received limited training in reference to online course methods and design both before and after implementing an online course. Although educators may not have a choice regarding the system adopted by their university or college, they should seek additional training regarding the best tools available for online course delivery methods.

EarthTutor: An Interactive Intelligent Tutoring System for Remote Sensing

NASA Astrophysics Data System (ADS)

Bell, A. M.; Parton, K.; Smith, E.

2005-12-01

Earth science classes in colleges and high schools use a variety of satellite image processing software to teach earth science and remote sensing principles. However, current tutorials for image processing software are often paper-based or lecture-based and do not take advantage of the full potential of the computer context to teach, immerse, and stimulate students. We present EarthTutor, an adaptive, interactive Intelligent Tutoring System (ITS) being built for NASA (National Aeronautics and Space Administration) that is integrated directly with an image processing application. The system aims to foster the use of satellite imagery in classrooms and encourage inquiry-based, hands-on earth science scientific study by providing students with an engaging imagery analysis learning environment. EarthTutor's software is available as a plug-in to ImageJ, a free image processing system developed by the NIH (National Institute of Health). Since it is written in Java, it can be run on almost any platform and also as an applet from the Web. Labs developed for EarthTutor combine lesson content (such as HTML web pages) with interactive activities and questions. In each lab the student learns to measure, calibrate, color, slice, plot and otherwise process and analyze earth science imagery. During the activities, EarthTutor monitors students closely as they work, which allows it to provide immediate feedback that is customized to a particular student's needs. As the student moves through the labs, EarthTutor assesses the student, and tailors the presentation of the content to a student's demonstrated skill level. EarthTutor's adaptive approach is based on emerging Artificial Intelligence (AI) research. Bayesian networks are employed to model a student's proficiency with different earth science and image processing concepts. Agent behaviors are used to track the student's progress through activities and provide guidance when a student encounters difficulty. Through individual feedback and adaptive instruction, EarthTutor aims to offer the benefits of a one-on-one human instructor in a cost-effective, easy-to-use application. We are currently working with remote sensing experts to develop EarthTutor labs for diverse earth science subjects such as global vegetation, stratospheric ozone, oceanography, polar sea ice and natural hazards. These labs will be packaged with the first public release of EarthTutor in December 2005. Custom labs can be designed with the EarthTutor authoring tool. The tool is basic enough to allow teachers to construct tutorials to fit their classroom's curriculum and locale, but also powerful enough to allow advanced users to create highly-interactive labs. Preliminary results from an ongoing pilot study demonstrate that the EarthTutor system is effective and enjoyable teaching tool, relative to traditional satellite imagery teaching methods.

Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Wall, Kate; Mroz, Maria

2004-01-01

The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality…

Comparing the Teaching Interaction Procedure to Social Stories for People with Autism

ERIC Educational Resources Information Center

Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Call, Nikki A.; Sheldon, Jan B.; Sherman, James A.; Taubman, Mitchell; McEachin, John; Dayharsh, Jamison; Leaf, Ronald

2012-01-01

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure…

NASA Operation IceBridge Flies Into the Classroom!

NASA Astrophysics Data System (ADS)

Kane, M.

2017-12-01

Field research opportunities for educators is leveraged as an invaluable tool to increase public engagement in climate research and the geosciences. We investigate the influence of educator's authentic fieldwork by highlighting the post-field impacts of a PolarTREC Teacher who participated in two campaigns, including NASA Operation IceBridge campaign over Antarctica in 2016. NASA's Operation IceBridge has hosted PolarTREC teachers since 2012, welcoming five teachers aboard multiple flights over the Arctic and one over Antarctica. The continuity of teacher inclusion in Operation IceBridge campaigns has facilitated a platform for collaborative curriculum development and revision, integration of National Snow and Ice Data Center (NSIDC) data into multiple classrooms, and given us a means whereby students can interact with science team members. I present impacts to my teaching and classrooms as I grapple with "Big Data" to allow students to work directly with lidar and radar data, I examine public outreach impacts through analytics from virtual networking tools including social media, NASA's Mission Tools Suite for Education, and field blog interactions.

Building a Society of Solidarity through Critical Pedagogy: Group Teaching as a Social and Democratic Tool

ERIC Educational Resources Information Center

Nikolakaki, Maria

2012-01-01

Against the menacing shadow of neoliberalism, which promotes individualism and competition, the author illustrates in this paper the need for group teaching. Group teaching as a method of instruction and learning fosters community bonds, solidarity, and is more effective teaching. Group teaching is a democratic tool necessary for society to…

Applying a visual language for image processing as a graphical teaching tool in medical imaging

NASA Astrophysics Data System (ADS)

Birchman, James J.; Tanimoto, Steven L.; Rowberg, Alan H.; Choi, Hyung-Sik; Kim, Yongmin

1992-05-01

Typical user interaction in image processing is with command line entries, pull-down menus, or text menu selections from a list, and as such is not generally graphical in nature. Although applying these interactive methods to construct more sophisticated algorithms from a series of simple image processing steps may be clear to engineers and programmers, it may not be clear to clinicians. A solution to this problem is to implement a visual programming language using visual representations to express image processing algorithms. Visual representations promote a more natural and rapid understanding of image processing algorithms by providing more visual insight into what the algorithms do than the interactive methods mentioned above can provide. Individuals accustomed to dealing with images will be more likely to understand an algorithm that is represented visually. This is especially true of referring physicians, such as surgeons in an intensive care unit. With the increasing acceptance of picture archiving and communications system (PACS) workstations and the trend toward increasing clinical use of image processing, referring physicians will need to learn more sophisticated concepts than simply image access and display. If the procedures that they perform commonly, such as window width and window level adjustment and image enhancement using unsharp masking, are depicted visually in an interactive environment, it will be easier for them to learn and apply these concepts. The software described in this paper is a visual programming language for imaging processing which has been implemented on the NeXT computer using NeXTstep user interface development tools and other tools in an object-oriented environment. The concept is based upon the description of a visual language titled `Visualization of Vision Algorithms' (VIVA). Iconic representations of simple image processing steps are placed into a workbench screen and connected together into a dataflow path by the user. As the user creates and edits a dataflow path, more complex algorithms can be built on the screen. Once the algorithm is built, it can be executed, its results can be reviewed, and operator parameters can be interactively adjusted until an optimized output is produced. The optimized algorithm can then be saved and added to the system as a new operator. This system has been evaluated as a graphical teaching tool for window width and window level adjustment, image enhancement using unsharp masking, and other techniques.

Learning Photogrammetry with Interactive Software Tool PhoX

NASA Astrophysics Data System (ADS)

Luhmann, T.

2016-06-01

Photogrammetry is a complex topic in high-level university teaching, especially in the fields of geodesy, geoinformatics and metrology where high quality results are demanded. In addition, more and more black-box solutions for 3D image processing and point cloud generation are available that generate nice results easily, e.g. by structure-from-motion approaches. Within this context, the classical approach of teaching photogrammetry (e.g. focusing on aerial stereophotogrammetry) has to be reformed in order to educate students and professionals with new topics and provide them with more information behind the scene. Since around 20 years photogrammetry courses at the Jade University of Applied Sciences in Oldenburg, Germany, include the use of digital photogrammetry software that provide individual exercises, deep analysis of calculation results and a wide range of visualization tools for almost all standard tasks in photogrammetry. During the last years the software package PhoX has been developed that is part of a new didactic concept in photogrammetry and related subjects. It also serves as analysis tool in recent research projects. PhoX consists of a project-oriented data structure for images, image data, measured points and features and 3D objects. It allows for almost all basic photogrammetric measurement tools, image processing, calculation methods, graphical analysis functions, simulations and much more. Students use the program in order to conduct predefined exercises where they have the opportunity to analyse results in a high level of detail. This includes the analysis of statistical quality parameters but also the meaning of transformation parameters, rotation matrices, calibration and orientation data. As one specific advantage, PhoX allows for the interactive modification of single parameters and the direct view of the resulting effect in image or object space.

Use of a wiki as an interactive teaching tool in pathology residency education: Experience with a genomics, research, and informatics in pathology course.

PubMed

Park, Seung; Parwani, Anil; Macpherson, Trevor; Pantanowitz, Liron

2012-01-01

The need for informatics and genomics training in pathology is critical, yet limited resources for such training are available. In this study we sought to critically test the hypothesis that the incorporation of a wiki (a collaborative writing and publication tool with roots in "Web 2.0") in a combined informatics and genomics course could both (1) serve as an interactive, collaborative educational resource and reference and (2) actively engage trainees by requiring the creation and sharing of educational materials. A 2-week full-time course at our institution covering genomics, research, and pathology informatics (GRIP) was taught by 36 faculty to 18 second- and third-year pathology residents. The course content included didactic lectures and hands-on demonstrations of technology (e.g., whole-slide scanning, telepathology, and statistics software). Attendees were given pre- and posttests. Residents were trained to use wiki technology (MediaWiki) and requested to construct a wiki about the GRIP course by writing comprehensive online review articles on assigned lectures. To gauge effectiveness, pretest and posttest scores for our course were compared with scores from the previous 7 years from the predecessor course (limited to informatics) given at our institution that did not utilize wikis. Residents constructed 59 peer-reviewed collaborative wiki articles. This group showed a 25% improvement (standard deviation 12%) in test scores, which was greater than the 16% delta recorded in the prior 7 years of our predecessor course (P = 0.006). Our use of wiki technology provided a wiki containing high-quality content that will form the basis of future pathology informatics and genomics courses and proved to be an effective teaching tool, as evidenced by the significant rise in our resident posttest scores. Data from this project provide support for the notion that active participation in content creation is an effective mechanism for mastery of content. Future residents taking this course will continue to build on this wiki, keeping content current, and thereby benefit from this collaborative teaching tool.

Use of a wiki as an interactive teaching tool in pathology residency education: Experience with a genomics, research, and informatics in pathology course

PubMed Central

Park, Seung; Parwani, Anil; MacPherson, Trevor; Pantanowitz, Liron

2012-01-01

Background: The need for informatics and genomics training in pathology is critical, yet limited resources for such training are available. In this study we sought to critically test the hypothesis that the incorporation of a wiki (a collaborative writing and publication tool with roots in “Web 2.0”) in a combined informatics and genomics course could both (1) serve as an interactive, collaborative educational resource and reference and (2) actively engage trainees by requiring the creation and sharing of educational materials. Materials and Methods: A 2-week full-time course at our institution covering genomics, research, and pathology informatics (GRIP) was taught by 36 faculty to 18 second- and third-year pathology residents. The course content included didactic lectures and hands-on demonstrations of technology (e.g., whole-slide scanning, telepathology, and statistics software). Attendees were given pre- and posttests. Residents were trained to use wiki technology (MediaWiki) and requested to construct a wiki about the GRIP course by writing comprehensive online review articles on assigned lectures. To gauge effectiveness, pretest and posttest scores for our course were compared with scores from the previous 7 years from the predecessor course (limited to informatics) given at our institution that did not utilize wikis. Results: Residents constructed 59 peer-reviewed collaborative wiki articles. This group showed a 25% improvement (standard deviation 12%) in test scores, which was greater than the 16% delta recorded in the prior 7 years of our predecessor course (P = 0.006). Conclusions: Our use of wiki technology provided a wiki containing high-quality content that will form the basis of future pathology informatics and genomics courses and proved to be an effective teaching tool, as evidenced by the significant rise in our resident posttest scores. Data from this project provide support for the notion that active participation in content creation is an effective mechanism for mastery of content. Future residents taking this course will continue to build on this wiki, keeping content current, and thereby benefit from this collaborative teaching tool. PMID:23024891

The Implementation of an MCDM Tool for the Acquisition of Military Equipment

DTIC Science & Technology

2009-10-01

combined use of two different types of outranking methods PROMETHEE and ORESTE. The choice of all technical parameters is assisted by interactive...the Royal Military Academy to use PROMETHEE or ORESTE outranking methods not only as part of teaching OR (Operation Research) but also as consultants... PROMETHEE considers that all evaluations of criteria are treated as purely quantitative where ORESTE only allows rankings (qualitative criteria). The

NASA's "Eyes On The Solar System:" A Real-time, 3D-Interactive Tool to Teach the Wonder of Planetary Science

NASA Astrophysics Data System (ADS)

Hussey, K.

2014-12-01

NASA's Jet Propulsion Laboratory is using video game technology to immerse students, the general public and mission personnel in our solar system and beyond. "Eyes on the Solar System," a cross-platform, real-time, 3D-interactive application that can run on-line or as a stand-alone "video game," is of particular interest to educators looking for inviting tools to capture students interest in a format they like and understand. (eyes.nasa.gov). It gives users an extraordinary view of our solar system by virtually transporting them across space and time to make first-person observations of spacecraft, planetary bodies and NASA/ESA missions in action. Key scientific results illustrated with video presentations, supporting imagery and web links are imbedded contextually into the solar system. Educators who want an interactive, game-based approach to engage students in learning Planetary Science will see how "Eyes" can be effectively used to teach its principles to grades 3 through 14.The presentation will include a detailed demonstration of the software along with a description/demonstration of how this technology is being adapted for education. There will also be a preview of coming attractions. This work is being conducted by the Visualization Technology Applications and Development Group at NASA's Jet Propulsion Laboratory, the same team responsible for "Eyes on the Earth 3D," and "Eyes on Exoplanets," which can be viewed at eyes.nasa.gov/earth and eyes.nasa.gov/exoplanets.

Teaching and Learning Structural Geology Using SketchUp

NASA Astrophysics Data System (ADS)

Rey, Patrice

2017-04-01

The books and maps we read, the posters we pin on our walls, the TV sets and computer monitors we spend hours watching, the white (or black) boards we use to teach, all reduce our world into planar images. As a result, and through years of oblivious practice, our brain is conditioned to understand the world in two dimensions (2D) only. As structural geologists, we know that the most challenging aspect of teaching and learning structural geology is that we need to be able to mentally manipulate 2D and three-dimensional (3D) objects. Although anyone can learn through practice the art of spatial visualisation, the fact remains that the initial stages of learning structural geology are for many students very challenging, as we naively use 2D images to teach 3D concepts. While interactive 3D holography is not far away, some inexpensive tools already exist allowing us to generate interactive computer images, the free rotation, scaling and manipulation of which can help students to quickly grasp the geometry and internal architecture of 3D objects. Recently, I have experimented with SketchUp (works on Mac and Windows). SketchUp was initially released in 2000 by @Last Software, as a 3D modelling tool for architects, designers and filmmakers. It was acquired by Google in 2006 to further the development of GoogleEarth. Google released SketchUp for free, and provided a portal named 3D Warehouse for users to share their models. Google sold SketchUp to Trimble Navigation in 2012, which added Extension Warehouse for users to distribute add-ons. SketchUp models can be exported in a number of formats including .dae (digital asset exchange) useful to embed interactive 3D models into iBooks and html5 documents, and .kmz (keyhole markup language zipped) to embed interactive 3D models and cross-sections into GoogleEarth. SketchUp models can be exported into 3D pdf through the add-on SimLab, and .stl for 3D printing through the add-on SketchUp STL. A free licence is available for students and educators (SketchUp Make), and a few hundred Euros will give you access to SketchUp Pro. Having the capacity to use 3D interactive sketches instead of static 2D images, and generate serial cross-sections through 3D structures, is a major step forward, which not only enhances students experience but also nurtures deeper learning. Explaining why on 2D sections upright folds can appear strongly asymmetric, or why a dextral fault can result in an apparent sinistral offset can be a very challenging thing to do. Tools like SketchUp can help make the learning process far more immediate and easier. My collection of 3D SketchUp models is available at: https://3dwarehouse.sketchup.com/user.html?id=1151977671192710697351083 See also interaction 3D model embedded into an eBook: https://itunes.apple.com/au/book/introduction-to-structural/id1085911016?mt=13

A study on interaction App platform between expert knowledge and community applied on disaster education

NASA Astrophysics Data System (ADS)

Ruljigaljig, T.; Huang, M. L.

2015-12-01

This study development interface for Mobile Application (App) use cloud technology, Web 2.0 and online community of technology to build the Environmental-Geological Disaster Network(EDN). The interaction App platform between expert knowledge and community is developed as a teaching tool, which bases on the open data released by Central Geological Survey. The APP can through Augmented Reality technology to potential hazards position through the camera lens, the real show in real-world environment. The interaction with experts in the community to improve the general public awareness of disaster. Training people to record the occurrence of geological disasters precursor, thereby awakened their to natural disaster consciousness and attention.General users obtain real-time information during travel, mountaineering and teaching process. Using App platform to upload and represent the environmental geological disaster data collected by themselves. It is expected that by public joint the open platform can accumulate environmental geological disaster data effectively, quickly, extensively and correctly. The most important thing of this study is rooting the concept of disaster prevention, reduction, and avoidance through public participation.

[Digital learning and teaching in medical education : Already there or still at the beginning?

PubMed

Kuhn, Sebastian; Frankenhauser, Susanne; Tolks, Daniel

2018-02-01

The current choice of digital teaching and learning formats in medicine is very heterogeneous. In addition to the widely used classical static formats, social communication tools, audio/video-based media, interactive formats, and electronic testing systems enrich the learning environment.For medical students, the private use of digital media is not necessarily linked to their meaningful use in the study. Many gain their experience of digital learning in the sense of "assessment drives learning", especially by taking online exams in a passive, consuming role. About half of all medical students can be referred to as "e-examinees" whose handling of digital learning is primarily focused on online exam preparation. Essentially, they do not actively influence their digital environment. Only a quarter can be identified as a "digital all-rounder", who compiles their individual learning portfolio from the broad range of digital media.At present, the use of digital media is not yet an integral and comprehensive component of the teaching framework of medical studies in Germany, but is rather used in the sense of a punctual teaching enrichment. Current trends in digital teaching and learning offerings are mobile, interactive, and personalized platforms as well as increasing the relevance of learning platforms. Furthermore, didactical concepts targeting the changed learning habits of the students are more successful regarding the acceptance and learning outcomes. In addition, digitalization is currently gaining importance as a component in the medical school curricula.

[The informatics: a remarkable tool for teaching general internal medicine].

PubMed

Ombelli, Julien; Pasche, Olivier; Sohrmann, Marc; Monti, Matteo

2015-05-13

INTERMED training implies a three week course, integrated in the "primary care module" for medical students in the first master year at the school of medicine in Lausanne. INTERMED uses an innovative teaching method based on repetitive sequences of e-learning-based individual learning followed by collaborative learning activities in teams, named Team-based learning (TBL). The e-learning takes place in a web-based virtual learning environment using a series of interactive multimedia virtual patients. By using INTERMED students go through a complete medical encounter applying clinical reasoning and choosing the diagnostic and therapeutic approach. INTERMED offers an authentic experience in an engaging and safe environment where errors are allowed and without consequences.

Using Dynamic Tools to Develop an Understanding of the Fundamental Ideas of Calculus

ERIC Educational Resources Information Center

Verzosa, Debbie; Guzon, Angela Fatima; De Las Peñas, Ma. Louise Antonette N.

2014-01-01

Although dynamic geometry software has been extensively used for teaching calculus concepts, few studies have documented how these dynamic tools may be used for teaching the rigorous foundations of the calculus. In this paper, we describe lesson sequences utilizing dynamic tools for teaching the epsilon-delta definition of the limit and the…

Experience of Integrating Various Technological Tools into the Study and Future Teaching of Mathematics Education Students

ERIC Educational Resources Information Center

Gorev, Dvora; Gurevich-Leibman, Irina

2015-01-01

This paper presents our experience of integrating technological tools into our mathematics teaching (in both disciplinary and didactic courses) for student-teachers. In the first cycle of our study, a variety of technological tools were used (e.g., dynamic software, hypertexts, video and applets) in teaching two disciplinary mathematics courses.…

Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool

ERIC Educational Resources Information Center

Danielson, Charlotte F.; Bevan, Paula M.; Axtell, Darlene H.; Wright, Karyn F.; McKay, Candi; Cleland, Bernadette

2009-01-01

It's much faster and easier to implement Charlotte Danielson's renowned framework for teaching from "Enhancing Professional Practice" when you have this collection of tools, examples, and assessments. Teachers can use the tools, either on their own or with their students, to: (1) Analyze and assess teaching practice; (2) Integrate elements of…

ICE: An Automated Tool for Teaching Advanced C Programming

ERIC Educational Resources Information Center

Gonzalez, Ruben

2017-01-01

There are many difficulties with learning and teaching programming that can be alleviated with the use of software tools. Most of these tools have focused on the teaching of introductory programming concepts where commonly code fragments or small user programs are run in a sandbox or virtual machine, often in the cloud. These do not permit user…

COMPARING THE TEACHING INTERACTION PROCEDURE TO SOCIAL STORIES FOR PEOPLE WITH AUTISM

PubMed Central

Leaf, Justin B; Oppenheim-Leaf, Misty L; Call, Nikki A; Sheldon, Jan B; Sherman, James A; Taubman, Mitchell; McEachin, John; Dayharsh, Jamison; Leaf, Ronald

2012-01-01

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers. PMID:22844137

The LHCb Starterkit

NASA Astrophysics Data System (ADS)

Puig, Albert; LHCb Starterkit Team

2017-10-01

The vast majority of high-energy physicists use and produce software every day. Software skills are usually acquired “on the go” and dedicated training courses are rare. The LHCb Starterkit is a new training format for getting LHCb collaborators started in effectively using software to perform their research. The course focuses on teaching basic skills for research computing. Unlike traditional tutorials we focus on starting with basics, performing all the material live, with a high degree of interactivity, giving priority to understanding the tools as opposed to handing out recipes that work “as if by magic”. The LHCb Starterkit was started by two young members of the collaboration inspired by the principles of Software Carpentry, and the material is created in a collaborative fashion using the tools we teach. Three successful entry-level workshops, as well as an advance one, have taken place since the start of the initiative in 2015, and were taught largely by PhD students to other PhD students.

Multimedia educational tools for cognitive surgical skill acquisition in open and laparoscopic colorectal surgery: a randomized controlled trial.

PubMed

Shariff, U; Kullar, N; Haray, P N; Dorudi, S; Balasubramanian, S P

2015-05-01

Conventional teaching in surgical training programmes is constrained by time and cost, and has room for improvement. This study aimed to determine the effectiveness of a multimedia educational tool developed for an index colorectal surgical procedure (anterior resection) in teaching and assessment of cognitive skills and to evaluate its acceptability amongst general surgical trainees. Multimedia educational tools in open and laparoscopic anterior resection were developed by filming multiple operations which were edited into procedural steps and substeps and then integrated onto interactive navigational platforms using Adobe® Flash® Professional CS5 10.1. A randomized controlled trial was conducted on general surgical trainees to evaluate the effectiveness of online multimedia in comparison with conventional 'study day' teaching for the acquisition of cognitive skills. All trainees were assessed before and after the study period. Trainees in the multimedia group evaluated the tools by completing a survey. Fifty-nine trainees were randomized but 27% dropped out, leaving 43 trainees randomized to the multimedia group (n = 25) and study day group (n = 18) who were available for analysis. Posttest scores improved significantly in both groups (P < 0.01). The change in scores (mean ± SD) in the multimedia group was not significantly different from the study day group (6.02 ± 5.12 and 5.31 ± 3.42, respectively; P = 0.61). Twenty-five trainees completed the evaluation survey and experienced an improvement in their decision making (67%) and in factual and anatomical knowledge (88%); 96% agreed that the multimedia tool was a useful additional educational resource. Multimedia tools are effective for the acquisition of cognitive skills in colorectal surgery and are well accepted as an educational resource. Colorectal Disease © 2014 The Association of Coloproctology of Great Britain and Ireland.

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

Shadow Formation at Preschool from a Socio-materiality Perspective

NASA Astrophysics Data System (ADS)

Impedovo, Maria Antonietta; Delserieys-Pedregosa, Alice; Jégou, Corinne; Ravanis, Konstantinos

2017-06-01

The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children (13 females and 31 males) of 5-6 years old. The research design was organised in three video recording steps: pre-test, teaching session and post-test. We focus on the analysis of nine teaching sessions to investigate children's `understanding' of shadow formation. A descriptive and qualitative approach was used. In particular, we have identified three main categories (the interaction of the children with the tools, the embodiment and verbal dimension)—with respective indicators—to perform the analysis. From the results, all the categories explored seem to influence each other: all material, human and social dimensions contribute to the children's understanding of shadow formation. Also we have identified some elements that can serve as a potential source of improvement of the teaching session on shadow formation. Finally, the research provides insights on how to improve science activities in preschool with the aim of supporting early understanding of physical phenomena.

Tutoring math platform accessible for visually impaired people.

PubMed

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching musculoskeletal examination skills to UK medical students: a comparative survey of Rheumatology and Orthopaedic education practice.

PubMed

Blake, Tim

2014-03-28

Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS.

Teaching musculoskeletal examination skills to UK medical students: A comparative survey of Rheumatology and Orthopaedic education practice

PubMed Central

2014-01-01

Background Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. Methods This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. Results There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. Conclusions There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS. PMID:24678598

Motivating Pre-Service Teachers in Technology Integration of Web 2.0 for Teaching Internships

ERIC Educational Resources Information Center

Kim, Hye Jeong; Jang, Hwan Young

2015-01-01

The aim of this study was to examine the predictors of pre-service teachers' use of Web 2.0 tools during a teaching internship, after a course that emphasized the use of the tools for instructional activities. Results revealed that integrating Web 2.0 tools during their teaching internship was strongly predicted by participants' perceived…

Study on the Implementation of Interaction Teaching Mode in Distance Education

ERIC Educational Resources Information Center

Zhou, Chunyu; Xu, Zhenhui

2015-01-01

By analyzing the learning characteristics of learners and the features of interactive teaching in distance education, this paper proposes the curriculum implementation subject of network education, namely objects multi-directional interaction teaching mode, so as to improve teaching effectiveness and achieve teaching objectives to ensure the…

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.

PubMed

Hui Shyuan Ng, Aubrey; Schulze, Kim; Rudrud, Eric; Leaf, Justin B

2016-11-01

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

Graduate teaching assistants in a reformed introductory physics course: Synthesis of quantitative analyses of instructor action and qualitative analyses of instructor attitudes and perspectives

NASA Astrophysics Data System (ADS)

Calder, Austin Michael

Physics Education Research (PER) has shown us that when students have opportunities to make sense of concepts they tend to remember them better and can apply them more appropriately to new situations. PER has also revealed that an interactive, cooperative, small group environment is more conducive to achieving this than traditional lecture and recitation sections. It is useful to consider the aims of reformed instruction from the point of view of the graduate teaching assistants (GTAs) in physics, who are facilitating the instruction. The data in this dissertation comes from audio-recordings of GTAs teaching in an algebra-based introductory course; I develop a rubric for assessing the teaching practices of the GTAs which separates teaching into five categories according to the reformed practices present. The rubric and technique developed here could be used as a diagnostic for GTAs new to a reformed classroom. I also conducted surveys of the GTA participants, as well as semi-structured interviews to gain more information about the attitudes and perspectives toward reformed physics instruction. Results from this work include: (1) A diagnostic tool for teaching improvement and (2) a detailed understanding of the GTA facilitators' teaching practices in the reformed physics laboratory.

Examining Changes in Prevention Guidelines in Maternal and Child Health: Development of a Teaching Activity.

PubMed

Thompson, Erika L; Vamos, Cheryl A; Windsor-Hardy, Amber; Griner, Stacey B; Daley, Ellen M

2018-06-26

Purpose Recent changes in preventive guidelines (e.g., pap testing, mammography) have resulted in confusion for both providers and patients. These changes have occurred either because new research has been introduced or because evidence for the practice is not established. Public health has the responsibility to promote the dissemination and implementation of changing guidelines into practice to improve the public's health. Health literacy may facilitate this process. The purpose of this study is to describe a teaching tool applying principles of health literacy to changes in prevention guidelines. The objectives of the teaching activity were to: (1) understand the development of evidence-informed prevention guidelines; and (2) use health literacy to evaluate the target population's perspectives on the guideline change using a health literacy approach. Description An interactive lecture and a practice-based assignment were created; the assignment was pilot-tested in graduate Women's Health classes. Multiple final products were developed in order to facilitate the lecture and assignment: (1) lesson plan; (2) slide presentation; (3) health literacy interview guide worksheet; and (4) grading rubric. After the presentation, students interviewed women from the guideline target population using health literacy constructs and synthesized their findings to create an overall assessment report. Assessment Feedback from the pilot test informed the revision of the teaching activity. Conclusions This teaching tool can be applied in a wide variety of settings in higher education, such as courses in public health, nursing, or medicine. As health literacy continues to be an important determinant of health status, integrating this determinant into the dissemination and communication of preventive guideline changes is needed.

Overview of Nuclear Physics Data: Databases, Web Applications and Teaching Tools

NASA Astrophysics Data System (ADS)

McCutchan, Elizabeth

2017-01-01

The mission of the United States Nuclear Data Program (USNDP) is to provide current, accurate, and authoritative data for use in pure and applied areas of nuclear science and engineering. This is accomplished by compiling, evaluating, and disseminating extensive datasets. Our main products include the Evaluated Nuclear Structure File (ENSDF) containing information on nuclear structure and decay properties and the Evaluated Nuclear Data File (ENDF) containing information on neutron-induced reactions. The National Nuclear Data Center (NNDC), through the website www.nndc.bnl.gov, provides web-based retrieval systems for these and many other databases. In addition, the NNDC hosts several on-line physics tools, useful for calculating various quantities relating to basic nuclear physics. In this talk, I will first introduce the quantities which are evaluated and recommended in our databases. I will then outline the searching capabilities which allow one to quickly and efficiently retrieve data. Finally, I will demonstrate how the database searches and web applications can provide effective teaching tools concerning the structure of nuclei and how they interact. Work supported by the Office of Nuclear Physics, Office of Science of the U.S. Department of Energy under Contract No. DE-AC02-98CH10886.

A novel teaching system for industrial robots.

PubMed

Lin, Hsien-I; Lin, Yu-Hsiang

2014-03-27

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles.

A Novel Teaching System for Industrial Robots

PubMed Central

Lin, Hsien-I; Lin, Yu-Hsiang

2014-01-01

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles. PMID:24681669

Research-based resources on PhysPort

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2017-01-01

PhysPort (http://physport.org) is a website that supports physics faculty in implementing research-based teaching practices in their classrooms. We provide expert recommendations and practical information about teaching methods and assessment. The PhysPort Data Explorer is an intuitive online tool for physics faculty to analyze their assessment data. Faculty upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive and intuitive manner. The Periscope collection on Physport brings together classroom video of students working groups with professional development materials for faculty, pre-service teachers, and learning assistants. To support PhysPort's development efforts, we conduct research on faculty needs around teaching and assessment, secondary analysis of published PER studies, and primary analysis of assessment data. In this talk, I'll introduce some of PhysPort's research-based resources and the research results which support them.

A teaching-learning sequence on a socio-scientific issue: analysis and evaluation of its implementation in the classroom*

NASA Astrophysics Data System (ADS)

Vázquez-Alonso, Ángel; Aponte, Abdiel; Manassero-Mas, María-Antonia; Montesano, Marisa

2016-07-01

This study examines the effectiveness of a teaching-learning sequence (TLS) to improve the understanding of the influences and interactions between a technology (mining) and society. The aim of the study is also to show the possibility of both teaching and assessing the most innovative issues and aspects of scientific competence and their impact on the understanding of the nature of science. The methodology used a quasi-experimental, pre-post-test design with a control group, with pre-post-test differences as the empirical indicators of improved understanding. Improvements were modest, as the empirical differences (pre-post and experimental-control group) were not large, but the experimental group scored more highly than the control group. The areas that showed improvement were identified. The paper includes the TLS itself and the standardized assessment tools that are functional and transferable to other researchers and teachers.

A survey of educational uses of molecular visualization freeware.

PubMed

Craig, Paul A; Michel, Lea Vacca; Bateman, Robert C

2013-01-01

As biochemists, one of our most captivating teaching tools is the use of molecular visualization. It is a compelling medium that can be used to communicate structural information much more effectively with interactive animations than with static figures. We have conducted a survey to begin a systematic evaluation of the current classroom usage of molecular visualization. Participants (n = 116) were asked to complete 11 multiple choice and 3 open ended questions. To provide more depth to these results, interviews were conducted with 12 of the participants. Many common themes arose in the survey and the interviews: a shared passion for the use of molecular visualization in teaching, broad diversity in software preference, the lack of uniform standards for assessment, a desire for more quality resources, and the challenge of enabling students to incorporate visualization in their learning. The majority of respondents had used molecular visualization for more than 5 years and mentioned 32 different visualization tools used, with Jmol and PyMOL clearly standing out as the most frequently used programs at the present time. The most common uses of molecular visualization in teaching were lecture and lab illustrations, followed by exam questions, in-class or in-laboratory exercises, and student projects, which frequently included presentations. While a minority of instructors used a grading rubric/scoring matrix for assessment of student learning with molecular visualization, many expressed a desire for common use assessment tools. Copyright © 2013 International Union of Biochemistry and Molecular Biology, Inc.

Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

Scientist-teacher interactions: Catalysts for developing transformational classrooms

NASA Astrophysics Data System (ADS)

McCarty, Robbie Von

Professional development leading to standards-based teaching practices in U.S. schools is a remarkably subtle and lengthy process. Research indicates that there are many effective tools for teaching through inquiry available to teachers (Lawson, Abraham, & Renner, 1989), but also that teachers continue to present traditional positivistic views of science (Hashweh, 1985; Maor & Taylor, 1995; Zucker, Young, & Luczak, 1996) and appear to view constructivism as a "method" of teaching rather than a way of thinking about learning (Tobin, Tippins, & Gallard, 1984). Teachers are expected to create enriched environments where students can develop the thinking skills of scientists (Roth & Roychoudhury, 1993) but the majority of teachers have never experienced such environments; the involvement of scientists in science education is encouraged by the NRC, AAAS, and NSTA. Teachers and students are expected to act as coresearchers, where negotiation, debate, consensus, and reflection are key. It is believed that scientist and teachers interacting as co-researchers could assist teachers in developing attitudes of freedom in exploration: the essence of science and a mindset that constructivism is a referent, or tool for critical reflection (Tobin, Tippins & Gallard, 1994). This study seeks to identify aspects of scientist-teacher interactions in the field that could serve as catalysts for developing transformational classrooms. Multiple data sources were collected for this study: audiotapes and transcripts of laboratory interactions and informal interviews, written narratives from applications and funding documents, field notes, and personal communications. Data were simultaneously collected, analyzed and coded as a perpetual review of the literature was conducted as in the grounded theory methodology defined by Glaser (1967) and later by Strauss & Corbin (1990). Findings indicate all four teachers valued field experiences in personal ways, developed new understandings of scientific practice and content, and anticipated using their new knowledge upon returning to their classrooms with excitement. However, the degree of implementation in classrooms varied according to common aspects of laboratory and classroom contexts. Theoretical literature, notably the Personal Construct Theory of George Kelly, coupled with these findings contributed to emergent theory regarding a hypothetical model for a professional development program of research.

The teaching portfolio as a professional development tool for anaesthetists.

PubMed

Sidhu, N S

2015-05-01

A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education.

Exploration of multidimensional interactive classroom teaching for CCD principle and application course

NASA Astrophysics Data System (ADS)

Fu, Xinghu; Tan, Ailing; Zhang, Baojun; Fu, Guangwei; Bi, Weihong

2017-08-01

The CCD principle and application course is professional and comprehensive. It involves many subject contents. The course content includes eight aspects. In order to complete the teaching tasks within a limited time, improve the classroom teaching quality and prompt students master the course content faster and better, so the multidimensional interactive classroom teaching is proposed. In the teaching practice, the interactive relationship between the frontier science, scientific research project, living example and classroom content is researched detailedly. Finally, it has been proved practically that the proposed multidimensional interactive classroom teaching can achieved good teaching effect.

Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases

DTIC Science & Technology

2008-03-01

report describes how the AXL system capitalizes on the best practices of traditional case method instruction and addresses some of the limitations of...system were addressed in the AXL system, producing an innovative technology solution for delivering case method instruction. Several case method best ...approaches for addressing such problems. The report also documents how case method best practices in traditional classroom environments can be translated into

A typology of educationally focused medical simulation tools.

PubMed

Alinier, Guillaume

2007-10-01

The concept of simulation as an educational tool in healthcare is not a new idea but its use has really blossomed over the last few years. This enthusiasm is partly driven by an attempt to increase patient safety and also because the technology is becoming more affordable and advanced. Simulation is becoming more commonly used for initial training purposes as well as for continuing professional development, but people often have very different perceptions of the definition of the term simulation, especially in an educational context. This highlights the need for a clear classification of the technology available but also about the method and teaching approach employed. The aims of this paper are to discuss the current range of simulation approaches and propose a clear typology of simulation teaching aids. Commonly used simulation techniques have been identified and discussed in order to create a classification that reports simulation techniques, their usual mode of delivery, the skills they can address, the facilities required, their typical use, and their pros and cons. This paper presents a clear classification scheme of educational simulation tools and techniques with six different technological levels. They are respectively: written simulations, three-dimensional models, screen-based simulators, standardized patients, intermediate fidelity patient simulators, and interactive patient simulators. This typology allows the accurate description of the simulation technology and the teaching methods applied. Thus valid comparison of educational tools can be made as to their potential effectiveness and verisimilitude at different training stages. The proposed typology of simulation methodologies available for educational purposes provides a helpful guide for educators and participants which should help them to realise the potential learning outcomes at different technological simulation levels in relation to the training approach employed. It should also be a useful resource for simulation users who are trying to improve their educational practice.

Back to Anatomy: Improving Landmarking Accuracy of Clinical Procedures Using a Novel Approach to Procedural Teaching.

PubMed

Zeller, Michelle; Cristancho, Sayra; Mangel, Joy; Goldszmidt, Mark

2015-06-01

Many believe that knowledge of anatomy is essential for performing clinical procedures; however, unlike their surgical counterparts, internal medicine (IM) programs rarely incorporate anatomy review into procedural teaching. This study tested the hypothesis that an educational intervention focused on teaching relevant surface and underlying anatomy would result in improved bone marrow procedure landmarking accuracy. This was a preintervention-postintervention prospective study on landmarking accuracy of consenting IM residents attending their mandatory academic half-day. The intervention included an interactive video and visualization exercise; the video was developed specifically to teach the relevant underlying anatomy and includes views of live volunteers, cadavers, and skeletons. Thirty-one IM residents participated. At pretest, 48% (15/31) of residents landmarked accurately. Inaccuracy of pretest landmarking varied widely (n = 16, mean 20.06 mm; standard deviation 30.03 mm). At posttest, 74% (23/31) of residents accurately performed the procedure. McNemar test revealed a nonsignificant trend toward increased performance at posttest (P = 0.076; unadjusted odds for discordant pairs 3; 95% confidence interval 0.97-9.3). The Wilcoxon signed rank test demonstrated a significant difference between pre- and posttest accuracy in the 16 residents who were inaccurate at pretest (P = 0.004). No association was detected between participant baseline characteristics and pretest accuracy. This study demonstrates that residents who were initially inaccurate were able to significantly improve their landmarking skills by interacting with an educational tool emphasizing the relation between the surface and underlying anatomy. Our results support the use of basic anatomy in teaching bone marrow procedures. Results also support the proper use of video as an effective means for incorporating anatomy teaching around procedural skills.

Virtual immunology: software for teaching basic immunology.

PubMed

Berçot, Filipe Faria; Fidalgo-Neto, Antônio Augusto; Lopes, Renato Matos; Faggioni, Thais; Alves, Luiz Anastácio

2013-01-01

As immunology continues to evolve, many educational methods have found difficulty in conveying the degree of complexity inherent in its basic principles. Today, the teaching-learning process in such areas has been improved with tools such as educational software. This article introduces "Virtual Immunology," a software program available free of charge in Portuguese and English, which can be used by teachers and students in physiology, immunology, and cellular biology classes. We discuss the development of the initial two modules: "Organs and Lymphoid Tissues" and "Inflammation" and the use of interactive activities to provide microscopic and macroscopic understanding in immunology. Students, both graduate and undergraduate, were questioned along with university level professors about the quality of the software and intuitiveness of use, facility of navigation, and aesthetic organization using a Likert scale. An overwhelmingly satisfactory result was obtained with both students and immunology teachers. Programs such as "Virtual Immunology" are offering more interactive, multimedia approaches to complex scientific principles that increase student motivation, interest, and comprehension. © 2013 by The International Union of Biochemistry and Molecular Biology.

Teaching Empathy: the Implementation of a Video Game into a Psychiatry Clerkship Curriculum.

PubMed

Chen, Andrew; Hanna, Jessie J; Manohar, Adithya; Tobia, Anthony

2018-06-01

Empathy plays an important role for physicians, but the literature demonstrates that it often deteriorates during medical school. The purpose of this study is to investigate the use of the interactive video game "That Dragon, Cancer" as a tool to teach empathy to third-year medical students. The authors gave a modified, Jefferson Scales of Physician Empathy (JSPE) to 84 third-year medical students in their psychiatry clerkship before and after they played and completed "That Dragon, Cancer" during the 2016-2017 academic calendar year. The average level of empathy in the students as measured by least squares means of the answers to the truncated JSPE improved after playing through "That Dragon, Cancer" (5.7738 vs 6.2322, p < 0.0001). The majority of students agreed that learning empathy through video games was preferable and more effective than traditional didactics. Interactive video games such as "That Dragon, Cancer" may be useful as part of innovative curricula to improve empathy among third-year medical students.

Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

ERIC Educational Resources Information Center

Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

2016-01-01

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

Immersive Environments - A Connectivist Approach

NASA Astrophysics Data System (ADS)

Loureiro, Ana; Bettencourt, Teresa

We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today's pedagogical practices.

Interactive teaching and learning with smart phone app in Optoelectronic Instruments course

NASA Astrophysics Data System (ADS)

Hu, Yao; Hao, Qun; Zhou, Ya; Huang, Yifan

2017-08-01

Optoelectronic Instruments is a comprehensive professional course for senior students majored in optical engineering and similar specialties. Due to the low lecturer/ student ratio, typically less than 1:100, most of the students gave up the chance of one-to-one communication with the lecturers even when they were confused about the principle or applications of the instruments. A smart phone App Rain Classroom associated with messaging App Wechat is introduced. It enables the lecturers to receive instant feedback from students through bullet screen, push preview and review materials and post in-class quiz. Investigation also shows that 76% of the students enjoyed the new interactive tool, acknowledging its help in understanding the topic better, improving in-class interaction, and after class communications.

An 'electronic' extramural course in epidemiology and medical statistics.

PubMed

Ostbye, T

1989-03-01

This article describes an extramural university course in epidemiology and medical statistics taught using a computer conferencing system, microcomputers and data communications. Computer conferencing was shown to be a powerful, yet quite easily mastered, vehicle for distance education. It allows health personnel unable to attend regular classes due to geographical or time constraints, to take part in an interactive learning environment at low cost. This overcomes part of the intellectual and social isolation associated with traditional correspondence courses. Teaching of epidemiology and medical statistics is well suited to computer conferencing, even if the asynchronicity of the medium makes discussion of the most complex statistical concepts a little cumbersome. Computer conferencing may also prove to be a useful tool for teaching other medical and health related subjects.

Differences That Make A Difference: A Study in Collaborative Learning

NASA Astrophysics Data System (ADS)

Touchman, Stephanie

Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores.

A novel teaching tool using dynamic cues improves visualisation of chest lesions by naive observers

NASA Astrophysics Data System (ADS)

Mohamed Ali, M. A.; Toomey, R. J.; Ryan, J. T.; Cuffe, F. C.; Brennan, P. C.

2009-02-01

Introduction Dynamic cueing is an effective way of stimulating perception of regions of interest within radiological images. This study explores the impact of a novel teaching tool using dynamic cueing for lesion detection on plain chest radiographs. Materials and methods Observer performance studies were carried out where 36 novices examined 30 chest images in random order. Half of these contained between one and three simulated pulmonary nodules. Three groups were investigated: A (control: no teaching tool), B (retested immediately after undergoing the teaching tool) and C (retested a week after undergoing the teaching tool). The teaching tool involved dynamically displaying the same images with and without lesions. Results were compared using Receiver Operating Characteristics (ROC), sensitivity and specificity analyses. Results The second reading showed significantly greater area under the ROC curve (Az value) (p<0.0001) and higher sensitivity value (p=0.004) compared to the first reading for Group B. No differences between readings were demonstrated for groups A or C. When the magnitudes of the above changes were compared between Group B and the other two groups, greater changes in Az value for Group B were noted (B vs. A:p=0.0003, B vs. C:p=0.0005). For sensitivity, when Group B was compared to Group A, the magnitude of the change was significantly greater (p=0.0029) whereas when Group B was compared to Group C, the magnitude change demonstrated a level approaching significance (p=0.0768). Conclusions The novel teaching tool improves identification of pulmonary nodular lesions on chest radiographs in the short term.

Reliable and valid tools for measuring surgeons' teaching performance: residents' vs. self evaluation.

PubMed

Boerebach, Benjamin C M; Arah, Onyebuchi A; Busch, Olivier R C; Lombarts, Kiki M J M H

2012-01-01

In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons' self evaluation correlated with the residents' evaluation of those surgeons. We surveyed 343 surgeons and 320 residents as part of a multicenter prospective cohort study of faculty teaching performance in residency training programs. The reliability and validity of the SETQ (System for Evaluation Teaching Qualities) tools were studied using standard psychometric techniques. We then estimated the correlations between residents' and surgeons' evaluations. The response rate was 87% among surgeons and 84% among residents, yielding 2625 residents' evaluations and 302 self evaluations. The SETQ tools yielded reliable and valid data on 5 domains of surgical teaching performance, namely, learning climate, professional attitude towards residents, communication of goals, evaluation of residents, and feedback. The correlations between surgeons' self and residents' evaluations were low, with coefficients ranging from 0.03 for evaluation of residents to 0.18 for communication of goals. The SETQ tools for the evaluation of surgeons' teaching performance appear to yield reliable and valid data. The lack of strong correlations between surgeons' self and residents' evaluations suggest the need for using external feedback sources in informed self evaluation of surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Small Talk: Children's Everyday `Molecule' Ideas

NASA Astrophysics Data System (ADS)

Jakab, Cheryl

2013-08-01

This paper reports on 6-11-year-old children's `sayings and doings' (Harré 2002) as they explore molecule artefacts in dialectical-interactive teaching interviews (Fleer, Cultural Studies of Science Education 3:781-786, 2008; Hedegaard et al. 2008). This sociocultural study was designed to explore children's everyday awareness of and meaning-making with cultural molecular artefacts. Our everyday world is populated with an ever increasing range of molecular or nanoworld words, symbols, images, and games. What do children today say about these artefacts that are used to represent molecular world entities? What are the material and social resources that can influence a child's everyday and developing scientific ideas about `molecules'? How do children interact with these cognitive tools when given expert assistance? What meaning-making is afforded when children are socially and materially assisted in using molecular tools in early chemical and nanoworld thinking? Tool-dependent discursive studies show that provision of cultural artefacts can assist and direct developmental thinking across many domains of science (Schoultz et al., Human Development 44:103-118, 2001; Siegal 2008). Young children's use of molecular artefacts as cognitive tools has not received much attention to date (Jakab 2009a, b). This study shows 6-11-year-old children expressing everyday ideas of molecular artefacts and raising their own questions about the artefacts. They are seen beginning to domesticate (Erneling 2010) the words, symbols, and images to their own purposes when given the opportunity to interact with such artefacts in supported activity. Discursive analysis supports the notion that using `molecules' as cultural tools can help young children to begin `putting on molecular spectacles' (Kind 2004). Playing with an interactive game (ICT) is shown to be particularly helpful in assisting children's early meaning-making with representations of molecules, atoms, and their chemical symbols.

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters.

PubMed

Zack, Elizabeth; Barr, Rachel

2016-01-01

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters

PubMed Central

Zack, Elizabeth; Barr, Rachel

2016-01-01

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants’ learning. PMID:27625613

Interactive Explanations: The Functional Role of Gestural and Bodily Action for Explaining and Learning Scientific Concepts in Face-to-Face Arrangements

NASA Astrophysics Data System (ADS)

Scopelitis, Stephanie A.

As human beings, we live in, live with, and live through our bodies. And because of this it is no wonder that our hands and bodies are in motion as we interact with others in our world. Hands and body move as we give directions to another, anticipate which way to turn the screwdriver, and direct our friend to come sit next to us. Gestures, indeed, fill our everyday lives. The purpose of this study is to investigate the functional role of the body in the parts of our lives where we teach and learn with another. This project is an investigation into, what I call, "interactive explanations". I explore how the hands and body work toward the joint achievement of explanation and learning in face-to-face arrangements. The study aims to uncover how the body participates in teaching and learning in and across events as it slides between the multiple, interdependent roles of (1) a communicative entity, (2) a tool for thinking, and (3) a resource to shape interaction. Understanding gestures functional roles as flexible and diverse better explains how the body participates in teaching and learning interactions. The study further aims to show that these roles and functions are dynamic and changeable based on the interests, goals and contingencies of participants' changing roles and aims in interactions, and within and across events. I employed the methodology of comparative microanalysis of pairs of videotaped conversations in which, first, experts in STEM fields (Science, Technology, Engineering and Mathematics) explained concepts to non-experts, and second, these non-experts re-explained the concept to other non-experts. The principle finding is that people strategically, creatively and collaboratively employ the hands and body as vital and flexible resources for the joint achievement of explanation and understanding. Findings further show that gestures used to explain complex STEM concepts travel across time with the non-expert into re-explanations of the concept. My analysis demonstrates that gestures and the body are complex, multi-functional resources that work toward cognitive, communicative, and interactional achievement and, as such, are viable resources for teaching and learning in face-to-face interaction.

Material Teaching Aids: Enhancement Tool for Teaching Essay Writing in Secondary Schools

ERIC Educational Resources Information Center

Fidelia, Okonkwo Adaobi

2015-01-01

The purpose of this study is to investigate the use of material teaching aids as enhancement tool for teaching essay writing in secondary schools in Ebonyi State. A 4-point Likert-scale questionnaire was used as the instrument. A trial test was conducted and tested for reliability and a value of 0.75 was obtained from the test. The instrument was…

Psychosocial vital signs: using simulation to introduce a new concept.

PubMed

Spade, Charlotte M

2008-01-01

Psychosocial vital signs (PVS) is a tool used for defining and measuring essential psychosocial variables of health. Because nurse-patient interaction is basic to PVS, simulation is the methodology used for introducing this new concept to students. When learning PVS as a fundamental nursing skill, students' thinking is informed and guided toward a holistic view of their patients. The author discusses components of PVS and the curriculum used for teaching students how to use PVS.

Developing and testing multimedia educational tools to teach Polar Sciences in the Italian school

NASA Astrophysics Data System (ADS)

Macario, Maddalena; Cattadori, Matteo; Bianchi, Cristiana; Zattin, Massimiliano; Talarico, Franco Maria

2013-04-01

In the last few years science education moved forward rapidly by connecting the expertise and enthusiasm of polar educators worldwide. The interest in Polar Sciences determined the creation of a global professional network for those that educate in, for, and about the Polar Regions. In Italy, this cooperation is well represented by APECS-Italy, the Italian section of the Association of Polar Early Career Scientists (APECS) that is composed by young researchers and teachers of the Italian School. The Polar Regions represent one of the best natural environments where students can investigate directly on global changes. In this sense, the working group UNICAMearth of the Geology Division of School of Science and Technology, University of Camerino (Italy), promotes the arrangement of instructional resources based on real data coming from the research world. Our project aims to develop innovative teaching resources and practices designed to bring the importance of the Polar Regions closer to home. Consequently, Polar Sciences could become a focus point in the new national school curricula, where Earth Sciences have to be thought and learnt in an integrated way together with other sciences. In particular, M. Macario is producing a teaching tool package, starting from a case study, which includes a dozen of full lesson plans based on multimedia tools (images, smart board lessons and videos of lab experiments) as well as on hands-on activities about polar issues and phenomena. Among the resources the teaching tool package is referring to, there is also an App for tablet named CLAST (CLimate in Antartica from Sediments and Tectonics). This App has been designed by a team made up of polar scientists belonging to the University of Siena and University of Padova, two science teachers of the Museo delle Scienze (MUSE) of Trento other than M. Macario. CLAST has been funded by two Research Projects, CLITEITAM ("CLImate-TEctonics Interactions along the TransAntarctic Mountains front, University of Siena) and THERMOCHRON (University of Padova and Fondazione Cariparo) and focuses on the dynamic of the Ross Sea Ice shelf, in Antarctica, that is directly linked to temperature variation. The past history of this glacial system has been reconstructed studying the seafloor sediments recovered by the international drilling project ANDRILL (ANtarctic geological DRILLing), which gathered information about past periods of global warming and cooling. Working with CLAST, students are engaged in inquiry-based and interactive learning experiences, which show the response of the Antarctic glacial system to climatic forcing in the last 150 kyear. Moreover, students deal with the geological key data used to constrain the paleo-environmental reconstructions with glacial-interglacial scenarios. Finally, the students obtain evidence on the role of temperature in causing advance and retreat of ice sheet that are strictly related to global sea level and climate. CLAST will be soon freely downloadable in Italian and in English from App Store and it is supported by a website (http://www.mna.it/italiano/News/notizie_app_set.htm) where it is possible to find references and other teaching tools needed for its correct use in the classroom.

A teaching resource using the GUIDE environment: simplified model of the eye for secondary school students

NASA Astrophysics Data System (ADS)

Gómez-Varela, A. I.; Salvado-Vara, F.; Bao-Varela, C.

2014-07-01

Nowadays, new technologies have great influence on our lives and how we access to the information. The new generations have never known a world without them and make use of these new technologies in practically all facets of their day-to-day. Education systems have also evolved rapidly and frequently make use of learning strategies based on interactive tools. In this work we have created a graphical user interface with GUIDE, a development environment of MATLAB, to show, in a simple way, how the eye works. This interactive program is addressed to the first courses of secondary education and designed to introduce them to the basic concepts of the normal refractive condition of the eye and the most common refractive errors, as myopia and hyperopia. The graphic interface makes use of the simplified model of the eye, where the optic system of the visual organ is represented by a converging lens (cornea and crystalline) and a screen (retina). Emmetropic, myopic and hyperopic eye operation is shown graphically to the students, as well as how these focusing errors can be solved with a diverging and converging lens, respectively. This teaching tool was used this academic course in the Colegio Hogar de Santa Margarita (A Coruña) for a better understanding of the students in this matter and to catch their attention to the world of Optics and its importance.

Visualization Tools for Teaching Computer Security

ERIC Educational Resources Information Center

Yuan, Xiaohong; Vega, Percy; Qadah, Yaseen; Archer, Ricky; Yu, Huiming; Xu, Jinsheng

2010-01-01

Using animated visualization tools has been an important teaching approach in computer science education. We have developed three visualization and animation tools that demonstrate various information security concepts and actively engage learners. The information security concepts illustrated include: packet sniffer and related computer network…

Poetry-Teaching Tools.

ERIC Educational Resources Information Center

Murray, John J.

1965-01-01

Three game approaches to the teaching of poetry, designed to make the student actively involved with poems are described as "teaching tools." The semantico-dictionary or word-cross game involves programing techniques, logic, and lexicography in poetic analysis. The punched-out poem game involves filling in the blanks of a poem in which all the…

Contingency diagrams as teaching tools.

PubMed

Mattaini, M A

1995-01-01

Contingency diagrams are particularly effective teaching tools, because they provide a means for students to view the complexities of contingency networks present in natural and laboratory settings while displaying the elementary processes that constitute those networks. This paper sketches recent developments in this visualization technology and illustrates approaches for using contingency diagrams in teaching.

Integrating Social Networks in Teaching in Higher Education

ERIC Educational Resources Information Center

Abousoliman, Onsy

2017-01-01

In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could…

The Use of Simulation to Teach Suicide Risk Assessment to Health Profession Trainees-Rationale, Methodology, and a Proof of Concept Demonstration with a Virtual Patient.

PubMed

Foster, Adriana; Chaudhary, Neelam; Murphy, James; Lok, Benjamin; Waller, Jennifer; Buckley, Peter F

2015-12-01

There is increasing use of educational technologies in medical and surgical specialties. Described herein is the development and application of an interactive virtual patient (VP) to teach suicide risk assessment to health profession trainees. We studied the effect of the following: (1) an interaction with a bipolar VP who attempts suicide or (2) completion of a video-teaching module on interviewing a bipolar patient, on medical students' proficiency in assessing suicide risk in standardized patients. We hypothesized that students who interact with a bipolar VP will be at least as likely to assess suicide risk, as their peers who completed a video module. In a randomized, controlled study, we compared the frequency with which second-year students at the Medical College of Georgia asked suicide risk and bipolar symptoms questions by VP/video group. We recruited 67 students. The VP group inquired more frequently than the video group in 4 of 5 suicide risk areas and 11 of 14 other bipolar symptomatology areas. There were minimal to small effect sizes in favor of the VP technology. The students preferred the video over the VP as an educational tool (p = 0.007). Our study provides proof of concept that both VP and video module approaches are feasible for teaching students to assess suicide risk, and we present evidence about the role of active learning to improve communication skills. Depending on the learning context, interviewing a VP or observation of a videotaped interview can enhance the students' suicide risk assessment proficiency in an interview with a standardized patient. An interactive VP is a plausible modality to deliver basic concepts of suicide risk assessment to medical students, can facilitate individual preferences by providing easy access and portability, and has potential generalizability to other aspects of psychiatric training.

Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

NASA Astrophysics Data System (ADS)

Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

2018-04-01

Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

Interactive Materials In The Teaching Of Astronomy

NASA Astrophysics Data System (ADS)

Macêdo, J. A.; Voelzke, M. R.

2014-10-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Science. The following steps were to be taken: i) analysis of the pedagogical projects (PPC) of the licenciates at the IFNMG, research locus of its Campus Januária; ii) analysis of students' preconceptions about astronomy and digital technologies, identified by the application of an initial questionnaire; iii) preparation of the course taking into account the students' previous knowledge; iv) application of the education proposal developed under part-time presence modality, using various interactive tools; v) application and analysis of the final questionnaire. The test was conducted with the qualitative and quantitative methodology, combined with a content analysis. The results indicated that in the IFNMG only the licenciate-course in physics includes astronomy content diluted in various subjects of the curriculum; the rates of students prior knowledge in relation to astronomy was low; an evidence of meaningful learning of the concepts related to astronomy, and of viability of resource use involving digital technologies in the Teaching of astronomy, which may contribute to the broadening of methodological options of future teachers and meet their training needs.

Examining Web 2.0 Tools Usage of Science Teacher Candidates

ERIC Educational Resources Information Center

Balkan Kiyici, Fatime

2012-01-01

Using technology in a science teaching is so important. Only the person, who can use these tools in expert level, can use these tools in their teaching activities. In this research it is aimed firstly identifying science teacher candidates web 2.0 tools usage experience level and factors affecting experience level. In this research survey method…

Teaching Students How to Integrate and Assess Social Networking Tools in Marketing Communications

ERIC Educational Resources Information Center

Schlee, Regina Pefanis; Harich, Katrin R.

2013-01-01

This research is based on two studies that focus on teaching students how to integrate and assess social networking tools in marketing communications. Study 1 examines how students in marketing classes utilize social networking tools and explores their attitudes regarding the use of such tools for marketing communications. Study 2 focuses on an…

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

ERIC Educational Resources Information Center

Kassardjian, Alyne; Leaf, Justin B.; Ravid, Daniel; Leaf, Jeremy A.; Alcalay, Aditt; Dale, Stephanie; Tsuji, Kathleen; Taubman, Mitchell; Leaf, Ronald; McEachin, John; Oppenheim-Leaf, Misty L.

2014-01-01

This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social…

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

PubMed

Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

2013-04-01

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels.

ERIC Educational Resources Information Center

Mbuva, James

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic,…

The production of audiovisual teaching tools in minimally invasive surgery.

PubMed

Tolerton, Sarah K; Hugh, Thomas J; Cosman, Peter H

2012-01-01

Audiovisual learning resources have become valuable adjuncts to formal teaching in surgical training. This report discusses the process and challenges of preparing an audiovisual teaching tool for laparoscopic cholecystectomy. The relative value in surgical education and training, for both the creator and viewer are addressed. This audiovisual teaching resource was prepared as part of the Master of Surgery program at the University of Sydney, Australia. The different methods of video production used to create operative teaching tools are discussed. Collating and editing material for an audiovisual teaching resource can be a time-consuming and technically challenging process. However, quality learning resources can now be produced even with limited prior video editing experience. With minimal cost and suitable guidance to ensure clinically relevant content, most surgeons should be able to produce short, high-quality education videos of both open and minimally invasive surgery. Despite the challenges faced during production of audiovisual teaching tools, these resources are now relatively easy to produce using readily available software. These resources are particularly attractive to surgical trainees when real time operative footage is used. They serve as valuable adjuncts to formal teaching, particularly in the setting of minimally invasive surgery. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Use of Google Glass to Enhance Surgical Education of Neurosurgery Residents: "Proof-of-Concept" Study.

PubMed

Nakhla, Jonathan; Kobets, Andrew; De la Garza Ramos, Rafeal; Haranhalli, Neil; Gelfand, Yaroslav; Ammar, Adam; Echt, Murray; Scoco, Aleka; Kinon, Merritt; Yassari, Reza

2017-02-01

The relatively decreased time spent in the operating room and overall reduction in cases performed by neurosurgical trainees as a result of duty-hour restrictions demands that the pedagogical content within each surgical encounter be maximized and crafted toward the specific talents and shortcomings of the individual. It is imperative to future generations that the quality of training adapts to the changing administrative infrastructures and compensates for anything that may compromise the technical abilities of trainees. Neurosurgeons in teaching hospitals continue to experiment with various emerging technologies-such as simulators and virtual presence-to supplement and improve surgical training. The authors participated in the Google Glass Explorer Program in order to assess the applicability of Google Glass as a tool to enhance the operative education of neurosurgical residents. Google Glass is a type of wearable technology in the form of eyeglasses that employs a high-definition camera and allows the user to interact using voice commands. Google Glass was able to effectively capture video segments of various lengths for residents to review in a variety of clinical settings within a large, tertiary care university hospital, as well as during a surgical mission to a developing country. The resolution and quality of the video were adequate to review and use as a teaching tool. While Google Glass harbors the potential to dramatically improve both neurosurgical education and practice in a variety of ways, certain technical drawbacks of the current model limit its effectiveness as a teaching tool. Copyright © 2016 Elsevier Inc. All rights reserved.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

Can Tablet Computers Enhance Faculty Teaching?

PubMed

Narayan, Aditee P; Whicker, Shari A; Benjamin, Robert W; Hawley, Jeffrey; McGann, Kathleen A

2015-06-01

Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non-tablet-based teaching modalities. We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non-tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

Instructional and behavior management practices implemented by elementary general education teachers.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.

Dental students' evaluations of an interactive histology software.

PubMed

Rosas, Cristian; Rubí, Rafael; Donoso, Manuel; Uribe, Sergio

2012-11-01

This study assessed dental students' evaluations of a new Interactive Histology Software (IHS) developed by the authors and compared students' assessment of the extent to which this new software, as well as other histology teaching methods, supported their learning. The IHS is a computer-based tool for histology learning that presents high-resolution images of histology basics as well as specific oral histologies at different magnifications and with text labels. Survey data were collected from 204 first-year dental students at the Universidad Austral de Chile. The survey consisted of questions for the respondents to evaluate the characteristics of the IHS and the contribution of various teaching methods to their histology learning. The response rate was 85 percent. Student evaluations were positive for the design, usability, and theoretical-practical integration of the IHS, and the students reported they would recommend the method to future students. The students continued to value traditional teaching methods for histological lab work and did not think this new technology would replace traditional methods. With respect to the contribution of each teaching method to students' learning, no statistically significant differences (p>0.05) were found for an evaluation of IHS, light microscopy, and slide presentations. However, these student assessments were significantly more positive than the evaluations of other digital or printed materials. Overall, the students evaluated the IHS very positively in terms of method quality and contribution to their learning; they also evaluated use of light microscopy and teacher slide presentations positively.

"Interactive Whole Class Teaching" in the National Literacy Strategy.

ERIC Educational Resources Information Center

Hardman, Frank; Smith, Fay; Wall, Kate

2003-01-01

Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and…

The Use of Cartoons as a Teaching Tool in Middle School Mathematics

ERIC Educational Resources Information Center

Cho, Hoyun

2012-01-01

This dissertation focuses on examining the use of mathematical cartoons as a teaching tool in middle school mathematics classroom. A mixed methods research design was used to answer how the use of cartoon activities affects teacher and student perceptions of teaching and learning and student intrinsic motivation, interest, and mathematics anxiety…

World Wide Web Pages--Tools for Teaching and Learning.

ERIC Educational Resources Information Center

Beasley, Sarah; Kent, Jean

Created to help educators incorporate World Wide Web pages into teaching and learning, this collection of Web pages presents resources, materials, and techniques for using the Web. The first page focuses on tools for teaching and learning via the Web, providing pointers to sites containing the following: (1) course materials for both distance and…

Tools and Traits for Highly Effective Science Teaching, K-8

ERIC Educational Resources Information Center

Vasquez, Jo Anne

2007-01-01

Even if the reader has little formal training or background knowledge in science, "Tools & Traits for Highly Effective Science Teaching, K-8" pulls together cognitive and educational research to present an indispensable framework for science in the elementary and middle grades. Readers will discover teaching that increases students' engagement and…

Sharpening a Tool for Teaching: The Zone of Proximal Development

ERIC Educational Resources Information Center

Wass, Rob; Golding, Clinton

2014-01-01

Vygotsky's Zone of Proximal Development (ZPD) provides an important understanding of learning, but its implications for teachers are often unclear or limited and could be further explored. We use conceptual analysis to sharpen the ZPD as a teaching tool, illustrated with examples from teaching critical thinking in zoology. Our conclusions are…

The Teaching of Critical Thinking Skills by Academic Librarians.

ERIC Educational Resources Information Center

Goetzfridt, Nicholas J.

Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

NASA Astrophysics Data System (ADS)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and explanation construction. Student opportunities to engage in practices that prioritize scientific discourse also occurred when interns were using dialogic voice and the tools designed to foster development of teacher knowledge for facilitating investigation-based science discussions. However, several intern characteristics likely moderated or mediated intern use of tools, dialogic voice, and productive teaching practices to capitalize on student contributions. These characteristics included intern knowledge of the science content and practices and initial beliefs about science teaching. Missed opportunities to use a combination of several teaching practices and tools designed to foster the development of knowledge for science teaching resulted in fewer opportunities for students to engage in data analysis, argumentation based on evidence, and construction of scientific explanations. These findings highlight the potential of teacher-educator provided tools for supporting beginning teachers in learning to facilitate investigation-based discussions that capitalize on student contributions. These findings also help the field conceptualize how beginning teachers use tools and teaching practices to plan and enact investigation-based science lessons, and how intern characteristics relate to tool use and planned and enacted lessons. By analyzing the investigation-based science lessons holistically, this study begins to unpack the complexities of facilitating investigation-based discussions including the interplay between intern characteristics and tool use, and the ways intern engagement in synergistic teaching practices provide opportunities for students to engage in data analysis, explanation construction, and argumentation. This study also describes methodological implications for this type of whole-lesson analysis and comments on the need for further research investigating beginning teachers' use of tools over time. Finally, I propose the need for iterative design of scaffolds to further support beginning teacher facilitation of investigation-based science lessons.

Teaching and Learning Physics in a 1:1 Laptop School

NASA Astrophysics Data System (ADS)

Zucker, Andrew A.; Hug, Sarah T.

2008-12-01

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

Comparative evaluation of perceptions of dental students to three methods of teaching in Ile-Ife, Nigeria.

PubMed

Esan, T A; Oziegbe, E O

2015-12-01

The World Health Organization in 1994 recommended that dental education should be problem based, socially and culturally relevant, and community oriented. To explore the perceptions of Pre-phase II (pre-clinical II) dental students on three methods of teaching used during two academic sessions. All part IV dental students in two consecutive sessions undergoing pre phase II course in the Faculty of Dentistry, Obafemi Awolowo University, Ile-Ife were recruited into the study. Three different modes of teaching that is, Problem based learning (PBL), hybrid PBL and traditional teaching were used to teach the students. A twenty two itemed anonymous questionnaire on a five point Likert scale was administered to the students at the end of the course. Six perceived factors were extracted from the questionnaire using factor analysis. There was a statistically significant difference (p < 0.01) between the overall mean of PBL method compared to the other methods of teaching. The perceived factor "communication with peers" had the highest mean score for PBL in both sessions (4.57 ± 0.58 and 4.09 ± 0.93 respectively). However, PBL method was very helpful in all the six perceived factors while the students perceived that the traditional method of teaching was not helpful in "interaction with tutors" and "challenge to critical thinking". The findings showed that students preferred the PBL method to other forms of teaching. PBL enhanced the students' communication skill, was very useful as pedagogic tool and improved their critical thinking.

The fact of ignorance: revisiting the Socratic method as a tool for teaching critical thinking.

PubMed

Oyler, Douglas R; Romanelli, Frank

2014-09-15

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

3D Immersive Visualization: An Educational Tool in Geosciences

NASA Astrophysics Data System (ADS)

Pérez-Campos, N.; Cárdenas-Soto, M.; Juárez-Casas, M.; Castrejón-Pineda, R.

2007-05-01

3D immersive visualization is an innovative tool currently used in various disciplines, such as medicine, architecture, engineering, video games, etc. Recently, the Universidad Nacional Autónoma de México (UNAM) mounted a visualization theater (Ixtli) with leading edge technology, for academic and research purposes that require immersive 3D tools for a better understanding of the concepts involved. The Division of Engineering in Earth Sciences of the School of Engineering, UNAM, is running a project focused on visualization of geoscience data. Its objective is to incoporate educational material in geoscience courses in order to support and to improve the teaching-learning process, especially in well-known difficult topics for students. As part of the project, proffessors and students are trained in visualization techniques, then their data are adapted and visualized in Ixtli as part of a class or a seminar, where all the attendants can interact, not only among each other but also with the object under study. As part of our results, we present specific examples used in basic geophysics courses, such as interpreted seismic cubes, seismic-wave propagation models, and structural models from bathymetric, gravimetric and seismological data; as well as examples from ongoing applied projects, such as a modeled SH upward wave, the occurrence of an earthquake cluster in 1999 in the Popocatepetl volcano, and a risk atlas from Delegación Alvaro Obregón in Mexico City. All these examples, plus those to come, constitute a library for students and professors willing to explore another dimension of the teaching-learning process. Furthermore, this experience can be enhaced by rich discussions and interactions by videoconferences with other universities and researchers.

Individual and small group interactions in learning to teach with a hypermedia case

NASA Astrophysics Data System (ADS)

Chung, Mi-Lee Ahn

The purpose of this study was to investigate the similarities and differences of individual and small group preservice teachers' interactions with a hypermedia case. Preservice teachers' interactions with a hypermedia case were defined in terms of their (1) goals and perception of accomplishments of the goals, (2) use of features of the hypermedia case, and (3) types of questions and conflicts raised. Two individuals and two small groups of three preservice teachers participated by interacting with the hypermedia case which was developed to illustrate conceptual change science teaching in an elementary classroom. Most of the previous studies in this area have addressed large group use of hypermedia cases, and this study attempted to address the gap in the literature related to different social contexts, individuals and small groups, from the constructivist perspective. The assumptions of symbolic interactionism guided data collection from think-alouds and interviews. These multiple sources of data were used to understand the participants' construction of knowledge; data were analyzed and interpreted by a process of analytic induction. The major assertion was that the preservice teachers perceived the hypermedia case to be like a tool to link theory and practice of teaching. Three sub-assertions, and several supporting categories, also emerged from the data. These findings indicated that group learning experiences with the hypermedia case were more valuable than those of individuals. In general, preservice teachers benefited from learning how to teach with the hypermedia case in both settings. However, the individuals were not as satisfied as those in small groups, and the members of small groups interacted more actively with the hypermedia case as well as with the peers. The results of this study suggest that effective use of hypermedia cases takes place in a community of learners where the learners share the context and can draw upon the resources afforded by the technology as well as each other. Implications for teacher educators' use of hypermedia cases in different social contexts, and the development and effective use of hypermedia cases are presented as well as the suggestions for the future studies.

A Website for Astronomy Education and Outreach

NASA Astrophysics Data System (ADS)

Impey, C.; Danehy, A.

2017-09-01

Teach Astronomy is a free, open access website designed for formal and informal learners of astronomy. The site features: an online textbook complete with quiz questions and a glossary; over ten thousand images; a curated collection of the astronomy articles in Wikipedia; a complete video lecture course; a video Frequently Asked Questions tool; and other materials provided by content partners. Clustering algorithms and an interactive visual interface allow users to browse related content. This article reviews the features of the website and how it can be used.

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

ERIC Educational Resources Information Center

Altinay-Gazi, Zehra; Altinay-Aksal, Fahriye

2017-01-01

Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher…

Development of a Peer Teaching-Assessment Program and a Peer Observation and Evaluation Tool

PubMed Central

Trujillo, Jennifer M.; Barr, Judith; Gonyeau, Michael; Van Amburgh, Jenny A.; Matthews, S. James; Qualters, Donna

2008-01-01

Objectives To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy. PMID:19325963

A pedagogical framework for developing innovative science teachers with ICT

NASA Astrophysics Data System (ADS)

Rogers, Laurence; Twidle, John

2013-11-01

Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the main aspects of pedagogy which are relevant to the use of ICT tools which serve practical science teaching. 2. To discuss approaches to teacher education which aim to emphasise the pedagogical aspects of using those ICT tools. Sources of evidence: 1. A review of the research literature on the effectiveness of using ICT in education with a particular focus on pedagogical knowledge and its interaction with associated technical knowledge. 2. Authors' experience as teacher trainers and as researchers in methods of employing ICT in science education. 3. Studies conducted by partners in the ICT for Innovative Science Teachers Project and training materials developed by the project. Main argument: Starting from the premise that it is the pedagogical actions of the teacher which determine successful learning outcomes of using ICT in science lessons, the paper describes the main components of pedagogical knowledge and understanding required by teachers. It examines the role of an understanding of affordances in helping teachers to deploy software tools appropriately and defines some of the skills for exploiting them to benefit learning. Innovation is successful when ICT activities are incorporated in ways that complement non-ICT activities and serve science learning objectives. When teachers are alert to adapt their pedagogical skills, they evolve new ways of working and interacting with students. Training courses need to provide means of helping teachers to examine the professional beliefs which underpin their pedagogical approaches. This is most effectively achieved when a course blends personal hands-on experience with discourse with other professionals and when there is iteration between the training experience with activity in the classroom. Conclusions: The most significant products of professional development are the integration of ICT in the curriculum and a change in a teacher's pedagogy towards teaching approaches which empower students to work more independently and reflectively.

"iBIM"--internet-based interactive modules: an easy and interesting learning tool for general surgery residents.

PubMed

Azer, Nader; Shi, Xinzhe; de Gara, Chris; Karmali, Shahzeer; Birch, Daniel W

2014-04-01

The increased use of information technology supports a resident- centred educational approach that promotes autonomy, flexibility and time management and helps residents to assess their competence, promoting self-awareness. We established a web-based e-learning tool to introduce general surgery residents to bariatric surgery and evaluate them to determine the most appropriate implementation strategy for Internet-based interactive modules (iBIM) in surgical teaching. Usernames and passwords were assigned to general surgery residents at the University of Alberta. They were directed to the Obesity101 website and prompted to complete a multiple-choice precourse test. Afterwards, they were able to access the interactive modules. Residents could review the course material as often as they wanted before completing a multiple-choice postcourse test and exit survey. We used paired t tests to assess the difference between pre- and postcourse scores. Out of 34 residents who agreed to participate in the project, 12 completed the project (35.3%). For these 12 residents, the precourse mean score was 50 ± 17.3 and the postcourse mean score was 67 ± 14 (p = 0.020). Most residents who participated in this study recommended using the iBIMs as a study tool for bariatric surgery. Course evaluation scores suggest this novel approach was successful in transferring knowledge to surgical trainees. Further development of this tool and assessment of implementation strategies will determine how iBIM in bariatric surgery may be integrated into the curriculum.

Tutor-Student Interaction in Seminar Teaching: Implications for Professional Development

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this…

Research Report

NASA Astrophysics Data System (ADS)

Dawes, Lyn

2004-06-01

This paper examines what is important about talk between learners during school science and, having identified this, suggests how we can ensure that what we consider important happens. By looking at the interaction between teachers and learners talking about science, it is possible to indicate ways in which learners can be helped to continue this learning conversation with one another when teacher support is withdrawn. Strategies for teaching and learning are examined. The paper reports on the findings of a research project designed to teach children how to negotiate their ideas about science concepts through rational dialogue. Children's development of scientific concepts in classrooms is undertaken through structured activity and mediated through oral language. Children must move forward simultaneously in their use of specialized vocabulary and in their understanding of current scientific explanations, models and ideas. New language and new ways of using language are learned by doing, which means for children, primarily speaking and listening. Children's understanding of science can benefit from teaching them to understand that spoken language is a powerful tool for thinking together.

Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

NASA Astrophysics Data System (ADS)

Yaseen, Zeynep; Aubusson, Peter

2018-02-01

This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching-learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.

Occupational health crossing borders - part 1: concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany.

PubMed

Radon, Katja; Ehrenstein, Vera; Bigaignon-Cantineau, Janine; Vellore, Arun Dev; Fingerhut, Marilyn; Nowak, Dennis

2009-10-01

Occupational health and safety (OHS) is relevant for occupational health professionals (OHP) throughout the world. However, training opportunities are often limited and exchange between OHP from industrialized and developing countries is sparse. We aimed to contribute to the international exchange of OHP through a 2-week summer school program. Twenty-three OHP from 11 countries participated. Teaching methods included interactive lectures, participants' presentations, case-based e-learning, enterprise visits, and hands-on sessions. After completion, participants evaluated the course. OHS systems of 18 different countries were presented using the same set of clinical cases as a starting point. Opportunities and challenges in the different OHS systems were considered. On median, participants rated the course as excellent and totally agreed that it will help them in their daily work. An international summer school teaching basic aspects of different OHS systems is a useful tool for training and exchange at the global level. Copyright 2009 Wiley-Liss, Inc.

Vienna international summer school on experimental and clinical oncology for medical students: an Austrian cancer education project.

PubMed

Fromm-Haidenberger, Sabine; Pohl, Gudrun; Widder, Joachim; Kren, Gerhard; Fitzal, Florian; Bartsch, Rupert; de Vries, Jakob; Zielinski, Christoph; Pötter, Richard

2010-03-01

The "International Summer School on Experimental and Clinical Oncology for Medical Students" is organised at the Medical University of Vienna to teach a multidisciplinary approach to oncology to medical students in the final phase of their studies. The program includes biology, diagnosis, clinical and psycho-oncology. Lectures are given by medical, radiation and surgical oncologists. Teaching includes case reports, poster presentations and role-play. As part of the organising committee, Austrian students organise a social program. Since 1999, six courses have been held (147 students from 19 countries). Students recorded high satisfaction with organisation, scientific content and topic range. Case presentations, poster presentations and role-play were very useful. Early criticism that the program was too intense (long lectures and little interaction) has been answered. The summer school has a high degree of acceptance and is a very useful tool to teach medical students about oncology and approaching a cancer patient.

Evolution of the Students' Conceptual Understanding in the Case of a Teaching Sequence in Mechanics: Concept of Interaction

ERIC Educational Resources Information Center

Küçüközer, Asuman

2006-01-01

This study aims to better understand the construction of the meaning of physics concepts in mechanics during a teaching sequence at the upper secondary school level. In the teaching sessions, students were introduced to the concepts of interaction and force. During this teaching sequence the models called "interactions" and "laws of…

Tools and resources for neuroanatomy education: a systematic review.

PubMed

Arantes, M; Arantes, J; Ferreira, M A

2018-05-03

The aim of this review was to identify studies exploring neuroanatomy teaching tools and their impact in learning, as a basis towards the implementation of a neuroanatomy program in the context of a curricular reform in medical education. Computer-assisted searches were conducted through March 2017 in the PubMed, Web of Science, Medline, Current Contents Connect, KCI and Scielo Citation Index databases. Four sets of keywords were used, combining "neuroanatomy" with "education", "teaching", "learning" and "student*". Studies were reviewed independently by two readers, and data collected were confirmed by a third reader. Of the 214 studies identified, 29 studies reported data on the impact of using specific neuroanatomy teaching tools. Most of them (83%) were published in the last 8 years and were conducted in the United States of America (65.52%). Regarding the participants, medical students were the most studied sample (37.93%) and the majority of the studies (65.52%) had less than 100 participants. Approximately half of the studies included in this review used digital teaching tools (e.g., 3D computer neuroanatomy models), whereas the remaining used non-digital learning tools (e.g., 3D physical models). Our work highlight the progressive interest in the study of neuroanatomy teaching tools over the last years, as evidenced from the number of publications and highlight the need to consider new tools, coping with technological development in medical education.

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies, learning from case studies of nature's experiments with respect to climate change and land cover changes, predictions using space for time substitution, models of interacting processes as opposed to models of individual processes, and models of human-nature interactions and feedbacks. Instead of, or in addition to, pooling together collections of hydrologic recipes or tool sets, as we do now, there is a need for consensus building on a clear vision or philosophy of hydrology teaching that is cognizant of where hydrology presently is and where it is headed. This will enable experimentation of different methods of teaching to different audiences (e.g., engineers, earth scientists, even social scientists) while remaining within an agreed vision. In this way we can be satisfied that teaching methods will improve so that future practitioners carry forward a coherent philosophy of the science and possess the necessary skill sets.

Teaching Evaluation Tools as Robust Ethical Codes

ERIC Educational Resources Information Center

Talanker, Sergei

2018-01-01

I argue that teaching evaluation tools (TETs) may function as ethical codes (ECs), and answer certain demands that ECs cannot sufficiently fulfill. In order to be viable, an EC related to the teaching profession must assume a different form, and such a form is already present in several of the contemporary TETs. The TET matrix form allows for…

Literary Fiction as a Tool for Teaching Social Theory and Critical Consciousness

ERIC Educational Resources Information Center

Weber, Christina D.

2010-01-01

In this paper, I discuss the possibilities that emerge from using literary fiction as a tool for teaching social theory and critical consciousness. Focusing on data from a social theory course I taught in fall 2007, along with my experiences teaching social theory, I evaluate the utility of utilizing literary fiction in the social theory…

Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals

ERIC Educational Resources Information Center

Yoshida, Marla Tritch

2018-01-01

For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make…

The Monash University Interactive Simple Climate Model

NASA Astrophysics Data System (ADS)

Dommenget, D.

2013-12-01

The Monash university interactive simple climate model is a web-based interface that allows students and the general public to explore the physical simulation of the climate system with a real global climate model. It is based on the Globally Resolved Energy Balance (GREB) model, which is a climate model published by Dommenget and Floeter [2011] in the international peer review science journal Climate Dynamics. The model simulates most of the main physical processes in the climate system in a very simplistic way and therefore allows very fast and simple climate model simulations on a normal PC computer. Despite its simplicity the model simulates the climate response to external forcings, such as doubling of the CO2 concentrations very realistically (similar to state of the art climate models). The Monash simple climate model web-interface allows you to study the results of more than a 2000 different model experiments in an interactive way and it allows you to study a number of tutorials on the interactions of physical processes in the climate system and solve some puzzles. By switching OFF/ON physical processes you can deconstruct the climate and learn how all the different processes interact to generate the observed climate and how the processes interact to generate the IPCC predicted climate change for anthropogenic CO2 increase. The presentation will illustrate how this web-base tool works and what are the possibilities in teaching students with this tool are.

SU-E-T-327: The Update of a XML Composing Tool for TrueBeam Developer Mode

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

Yan, Y; Mao, W; Jiang, S

2014-06-01

Purpose: To introduce a major upgrade of a novel XML beam composing tool to scientists and engineers who strive to translate certain capabilities of TrueBeam Developer Mode to future clinical benefits of radiation therapy. Methods: TrueBeam Developer Mode provides the users with a test bed for unconventional plans utilizing certain unique features not accessible at the clinical mode. To access the full set of capabilities, a XML beam definition file accommodating all parameters including kV/MV imaging triggers in the plan can be locally loaded at this mode, however it is difficult and laborious to compose one in a text editor.more » In this study, a stand-along interactive XML beam composing application, TrueBeam TeachMod, was developed on Windows platforms to assist users in making their unique plans in a WYSWYG manner. A conventional plan can be imported in a DICOM RT object as the start of the beam editing process in which trajectories of all axes of a TrueBeam machine can be modified to the intended values at any control point. TeachMod also includes libraries of predefined imaging and treatment procedures to further expedite the process. Results: The TeachMod application is a major of the TeachMod module within DICOManTX. It fully supports TrueBeam 2.0. Trajectories of all axes including all MLC leaves can be graphically rendered and edited as needed. The time for XML beam composing has been reduced to a negligible amount regardless the complexity of the plan. A good understanding of XML language and TrueBeam schema is not required though preferred. Conclusion: Creating XML beams manually in a text editor will be a lengthy error-prone process for sophisticated plans. A XML beam composing tool is highly desirable for R and D activities. It will bridge the gap between scopes of TrueBeam capabilities and their clinical application potentials.« less

Creation of a personality garden--a tool for reflection and teacher development; an autoethnographical research paper.

PubMed

O'Keeffe, Tracey

2015-01-01

This paper focuses on the Creation of a Personality Garden as a development tool. The original concept of the Garden was born from an autoethnographical study on the effects of self-concept on the teaching and learning experience. To explore the effects of self-concept on the teaching and learning experience. An autoethnographical study. The study was undertaken in London, UK. The researcher was also the sole participant in line with the autoethnographical approach. Data was collected through the means of a reflective diary, personal memory data, interview and other creative genres. A thematic analysis approach was then used to code and group core concepts. Three key areas were identified: emotional connection, growth, and resilience, with a fourth as an over-arching driver for the study; the audience and act of teaching. These elements appeared to underpin a teaching philosophy which recognises the benefits of self-awareness in teachers and an ability and willingness to connect with learners and respond to individual needs. The Garden was one element of self-reflective data which was later re-designed to embrace the personal transformation of the researcher throughout the study. Educationalists must have a willingness to explore self-perception as it can facilitate a sense of transparency and connection between the teacher and the learner. The Garden works as a dynamic tool and a sustainable model for confronting the on-going challenges of embracing risk-taking and emotionally connecting with learners within the educational context. It allows exploration of the nuances of personality and how the uniqueness of self interacts with the role of the teacher; a sometimes uncomfortable, yet safe, place to sit and experience a virtual reality check questioning assumptions and the theories that the individual espouses to use. Copyright © 2014 Elsevier Ltd. All rights reserved.

ImaSim, a software tool for basic education of medical x-ray imaging in radiotherapy and radiology

NASA Astrophysics Data System (ADS)

Landry, Guillaume; deBlois, François; Verhaegen, Frank

2013-11-01

Introduction: X-ray imaging is an important part of medicine and plays a crucial role in radiotherapy. Education in this field is mostly limited to textbook teaching due to equipment restrictions. A novel simulation tool, ImaSim, for teaching the fundamentals of the x-ray imaging process based on ray-tracing is presented in this work. ImaSim is used interactively via a graphical user interface (GUI). Materials and methods: The software package covers the main x-ray based medical modalities: planar kilo voltage (kV), planar (portal) mega voltage (MV), fan beam computed tomography (CT) and cone beam CT (CBCT) imaging. The user can modify the photon source, object to be imaged and imaging setup with three-dimensional editors. Objects are currently obtained by combining blocks with variable shapes. The imaging of three-dimensional voxelized geometries is currently not implemented, but can be added in a later release. The program follows a ray-tracing approach, ignoring photon scatter in its current implementation. Simulations of a phantom CT scan were generated in ImaSim and were compared to measured data in terms of CT number accuracy. Spatial variations in the photon fluence and mean energy from an x-ray tube caused by the heel effect were estimated from ImaSim and Monte Carlo simulations and compared. Results: In this paper we describe ImaSim and provide two examples of its capabilities. CT numbers were found to agree within 36 Hounsfield Units (HU) for bone, which corresponds to a 2% attenuation coefficient difference. ImaSim reproduced the heel effect reasonably well when compared to Monte Carlo simulations. Discussion: An x-ray imaging simulation tool is made available for teaching and research purposes. ImaSim provides a means to facilitate the teaching of medical x-ray imaging.

Medical student case presentation performance and perception when using mobile learning technology in the emergency department.

PubMed

Tews, Matthew; Brennan, Kimberly; Begaz, Tomer; Treat, Robert

2011-01-01

Hand-held mobile learning technology provides opportunities for clinically relevant self-instructional modules to augment traditional bedside teaching. Using this technology as a teaching tool has not been well studied. We sought to evaluate medical students' case presentation performance and perception when viewing short, just-in-time mobile learning videos using the iPod touch prior to patient encounters. Twenty-two fourth-year medical students were randomized to receive or not to receive instruction by video, using the iPod Touch, prior to patient encounters. After seeing a patient, they presented the case to their faculty, who completed a standard data collection sheet. Students were surveyed on their perceived confidence and effectiveness after using these videos. Twenty-two students completed a total of 67 patient encounters. There was a statistically significant improvement in presentations when the videos were viewed for the first time (p=0.032). There was no difference when the presentations were summed for the entire rotation (p=0.671). The reliable (alpha=0.97) survey indicated that the videos were a useful teaching tool and gave students more confidence in their presentations. Medical student patient presentations were improved with the use of mobile instructional videos following first time use, suggesting mobile learning videos may be useful in medical student education. Clinical educators should consider whether, in an instance where live bedside or direct interactive teaching is unavailable, using just-in-time educational videos on a handheld device might be useful as a supplemental instructional strategy.

The Fact of IgnoranceRevisiting the Socratic Method as a Tool for Teaching Critical Thinking

PubMed Central

Romanelli, Frank

2014-01-01

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education. PMID:25258449

Don't Be a Stranger--Designing a Digital Intercultural Sensitivity Training Tool That Is Culture General

ERIC Educational Resources Information Center

Degens, Nick; Hofstede, Gert Jan; Beulens, Adrie; Krumhuber, Eva; Kappas, Arvid

2016-01-01

Digital intercultural training tools play an important role in helping people to mediate cultural misunderstandings. In recent years, these tools were made to teach about specific cultures, but there has been little attention for the design of a tool to teach about differences across a wide range of cultures. In this work, we take the first steps…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.

Pilot Trial of an Electronic Family Medical History in US Faith-Based Communities.

PubMed

Newcomb, Patricia; Canclini, Sharon; Cauble, Denise; Raudonis, Barbara; Golden, Paulette

2014-07-01

In spite of the acknowledged importance of collecting family health information, methods of collecting, organizing, and storage of pedigree data are not uniformly utilized in practice, though several electronic tools have been developed for the purpose. Using electronic tools to gather health information may empower individuals to take responsibility in managing their family health history. The purpose of this study was to describe the feasibility and outcomes of introducing small groups to the My Family Health Portrait tool in faith-based communities using faith community nurses (FCNs). This pilot project adopted a mixed methods approach to assess the potential of an educational intervention delivered by FCNs for increasing the use of electronic technologies for organizing and storing family health histories among the general public. Treatment and control groups were recruited from four faith-based communities in north Texas using a parallel-groups quasi-experimental design. Qualitative data were gleaned from field notes made by investigators interacting with FCNs and observing their teaching. A majority of respondents believed that knowing one's health history and passing it on to family and medical personnel is important. Those receiving face-to-face instruction on the electronic tool were significantly more likely to have written down family health information than the control group who received only an informational handout (χ(2) = 5.96, P = .015). Barriers to teaching about and using the electronic tool included FCNs' lack of facility with computers in the educational context and FCN and respondent mistrust of electronic storage for family health information. © The Author(s) 2014.

Internet-based learning and applications for critical care medicine.

PubMed

Wolbrink, Traci A; Burns, Jeffrey P

2012-01-01

Recent changes in duty hour allowances and economic constraints are forcing a paradigm shift in graduate medical education in the United States. Internet-based learning is a rapidly growing component of postgraduate medical education, including the field of critical care medicine. Here, we define the key concepts of Internet-based learning, summarize the current literature, and describe how Internet-based learning may be uniquely suited for the critical care provider. A MEDLINE/PubMed search from January 2000 to July 2011 using the search terms: "e-learning," "Web-based learning," "computer-aided instruction," "adult learning," "knowledge retention," "intensive care," and "critical care." The growth of the Internet is marked by the development of new technologies, including more user-derived tools. Nonmedical fields have embraced Internet-based learning as a valuable teaching tool. A recent meta-analysis described Internet-based learning in the medical field as being more effective than no intervention and likely as efficacious as traditional teaching methods. Web sites containing interactive features are aptly suited for the adult learner, complementing the paradigm shift to more learner-centered education. Interactive cases, simulators, and games may allow for improvement in clinical care. The total time spent utilizing Internet-based resources, as well as the frequency of returning to those sites, may influence educational gains. Internet-based learning may provide an opportunity for assistance in the transformation of medical education. Many features of Web-based learning, including interactivity, make it advantageous for the adult medical learner, especially in the field of critical care medicine, and further work is necessary to develop a robust learning platform incorporating a variety of learning modalities for critical care providers.

The Effects of Interactive Word Walls on Students with Learning Disabilities in the Secondary Science Classroom

NASA Astrophysics Data System (ADS)

Eustace-DeBaun, Casey Elizabeth

Effective approaches for teaching vocabulary to various populations of learners is a topic of current research (Barr, Eslami, & Malatesha, 2012) yet little research is dedicated to students with learning disabilities in the science classroom. Within this study the interac-tive word wall was used as a tool to build vocabulary and to encourage usage of new sub-ject-specific terminology. The experiment utilized quasi-experimental pre-post test com-parison group design using interrupted time-series (Johnson & Christiensen, 2007) due to the inability to randomize participants and establish a clear control group. The data was collected across four units of terminology and with a student satisfaction survey. Stu-dents reported at least seventy percent satisfaction with the use of Interactive Word Walls and demonstrated some performance increase in both vocabulary retention and reading comprehension when utilizing Interactive Word Walls.

The impact of social context on learning and cognitive demands for interactive virtual human simulations

PubMed Central

Lyons, Rebecca; Johnson, Teresa R.; Khalil, Mohammed K.

2014-01-01

Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning. PMID:24883241

Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching Tool

ERIC Educational Resources Information Center

Schmid, Brian M.; Manu, Andrew; Norton, Amy E.

2009-01-01

Three-dimensional visualization is helpful in understanding soils, and three dimensional (3-D) tools are gaining popularity in teaching earth sciences. Those tools are still somewhat underused in soil science, yet soil properties such as texture, color, and organic carbon content vary both vertically and horizontally across the landscape. These…

Teachers' Influence on Integration of Tools into Mathematics Teaching

ERIC Educational Resources Information Center

Yesildere, Sibel

2010-01-01

This paper examines the process through which three pre-service teachers learn to use mathematical tools; it also looks at pre-service teachers' instrumentation of tools into mathematics teaching. Three pre-service teachers were studying at a primary mathematics teacher training program at Dokuz Eylul University in Turkey. During an eight-week…

An Evaluation of Teaching Introductory Geomorphology Using Computer-based Tools.

ERIC Educational Resources Information Center

Wentz, Elizabeth A.; Vender, Joann C.; Brewer, Cynthia A.

1999-01-01

Compares student reactions to traditional teaching methods and an approach where computer-based tools (GEODe CD-ROM and GIS-based exercises) were either integrated with or replaced the traditional methods. Reveals that the students found both of these tools valuable forms of instruction when used in combination with the traditional methods. (CMK)

MATLAB-Based Program for Teaching Autocorrelation Function and Noise Concepts

ERIC Educational Resources Information Center

Jovanovic Dolecek, G.

2012-01-01

An attractive MATLAB-based tool for teaching the basics of autocorrelation function and noise concepts is presented in this paper. This tool enhances traditional in-classroom lecturing. The demonstrations of the tool described here highlight the description of the autocorrelation function (ACF) in a general case for wide-sense stationary (WSS)…

Continuous Quality Improvement Tools for Effective Teaching.

ERIC Educational Resources Information Center

Cornesky, Robert A.

This manual presents 15 Continuous Quality Improvement (CQI) tools and techniques necessary for effective teaching. By using the tools and techniques of CQI, teachers will be able to help themselves and their students to focus on the classroom processes. This will permit the teacher and students to plan, organize, implement, and make decisions…

From Earth to Heaven: Using "Newton's Cannon" Thought Experiment for Teaching Satellite Physics

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2013-01-01

Thought Experiments are powerful tools in both scientific thinking and in the teaching of science. In this study, the historical Thought Experiment (TE) "Newton's Cannon" was used as a tool to teach concepts relating to the motion of satellites to students at upper secondary level. The research instruments were: (a) a…

The Intersection of Preservice Teachers' Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

ERIC Educational Resources Information Center

Nadelson, Louis S.; Bennett, Darcie; Gwilliam, Ezra; Howlett, Catherine; Oswalt, Steve; Sand, Jaime

2013-01-01

The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the…

Using Films in Vocabulary Teaching of Turkish as a Foreign Language

ERIC Educational Resources Information Center

Iscan, Adem

2017-01-01

The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching…

Using Image Modelling to Teach Newton's Laws with the Ollie Trick

ERIC Educational Resources Information Center

Dias, Marco Adriano; Carvalho, Paulo Simeão; Vianna, Deise Miranda

2016-01-01

Image modelling is a video-based teaching tool that is a combination of strobe images and video analysis. This tool can enable a qualitative and a quantitative approach to the teaching of physics, in a much more engaging and appealling way than the traditional expositive practice. In a specific scenario shown in this paper, the Ollie trick, we…

Contingency diagrams as teaching tools

PubMed Central

Mattaini, Mark A.

1995-01-01

Contingency diagrams are particularly effective teaching tools, because they provide a means for students to view the complexities of contingency networks present in natural and laboratory settings while displaying the elementary processes that constitute those networks. This paper sketches recent developments in this visualization technology and illustrates approaches for using contingency diagrams in teaching. ImagesFigure 2Figure 3Figure 4 PMID:22478208

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 4: Teaching and Learning Approaches

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

This module provides teachers with practical tools to improve the quality of teaching and learning activities and enable learners to achieve their objectives in literacy, language and numeracy. Unit 1 explores approaches that are particularly appropriate to adult learners, developing thinking skills and involving them in decision making and…

Use of GeoGebra in Primary Math Education in Lithuania: An Exploratory Study from Teachers' Perspective

ERIC Educational Resources Information Center

Žilinskiene, Inga; Demirbilek, Muhammet

2015-01-01

With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation…

The integration of creative drama into science teaching

NASA Astrophysics Data System (ADS)

Arieli, Bracha (Bari)

This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

Teaching epidemiology in the digital age: considerations for academicians and their students.

PubMed

Caron, Rosemary M

2013-09-01

The way in which we prepare future public health professionals is changing because of the digital age. Online education is expanding the accessibility of public health training to students and practitioners with diverse backgrounds. Online courses offer many advantages for students, including flexible schedules, elimination of commuting time, and fostering interactions among students and the instructor. A few disadvantages of online courses for the student can include a feeling of isolation, difficulty adjusting to the time-intensive nature, and the required self-discipline to regularly tend to online course materials that immature and working students can find challenging. For faculty who are faced with teaching epidemiology in these changing times of the traditional face-to-face classroom and the virtual classroom, the core teaching principles of this science of public health remain unchanged, yet how they are delivered in the online environment adds a layer of complexity not previously encountered. This paper presents practical considerations for faculty who will be teaching online and their students who will be learning online. In addition, a framework for an online epidemiology course is presented as a model by which faculty interested in teaching epidemiology online can modify the course structure, content, and assessment tools to fit their needs. Copyright © 2013 Elsevier Inc. All rights reserved.

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.

The effect of background music and song texts on the emotional understanding of children with autism.

PubMed

Katagiri, June

2009-01-01

The purpose of this study was to examine the effect of background music and song texts to teach emotional understanding to children with autism. Participants were 12 students (mean age 11.5 years) with a primary diagnosis of autism who were attending schools in Japan. Each participant was taught four emotions to decode and encode: happiness, sadness, anger, and fear by the counterbalanced treatment-order. The treatment consisted of the four conditions: (a) no contact control (NCC)--no purposeful teaching of the selected emotion, (b) contact control (CC)--teaching the selected emotion using verbal instructions alone, (c) background music (BM)--teaching the selected emotion by verbal instructions with background music representing the emotion, and singing songs (SS)--teaching the selected emotion by singing specially composed songs about the emotion. Participants were given a pretest and a posttest and received 8 individual sessions between these tests. The results indicated that all participants improved significantly in their understanding of the four selected emotions. Background music was significantly more effective than the other three conditions in improving participants' emotional understanding. The findings suggest that background music can be an effective tool to increase emotional understanding in children with autism, which is crucial to their social interactions.

Teaching ocean wave forecasting using computer-generated visualization and animation—Part 2: swell forecasting

NASA Astrophysics Data System (ADS)

Whitford, Dennis J.

2002-05-01

This paper, the second of a two-part series, introduces undergraduate students to ocean wave forecasting using interactive computer-generated visualization and animation. Verbal descriptions and two-dimensional illustrations are often insufficient for student comprehension. Fortunately, the introduction of computers in the geosciences provides a tool for addressing this problem. Computer-generated visualization and animation, accompanied by oral explanation, have been shown to be a pedagogical improvement to more traditional methods of instruction. Cartographic science and other disciplines using geographical information systems have been especially aggressive in pioneering the use of visualization and animation, whereas oceanography has not. This paper will focus on the teaching of ocean swell wave forecasting, often considered a difficult oceanographic topic due to the mathematics and physics required, as well as its interdependence on time and space. Several MATLAB ® software programs are described and offered to visualize and animate group speed, frequency dispersion, angular dispersion, propagation, and wave height forecasting of deep water ocean swell waves. Teachers may use these interactive visualizations and animations without requiring an extensive background in computer programming.

Remote Sensing, New Media and Scientific Literacy for Competence Oriented School Education - A New Integrated Learning Portal

NASA Astrophysics Data System (ADS)

Hodam, H.; Goetzke, R.; Rinow, A.; Voß, K.

2012-04-01

The project FIS - Fernerkundung in Schulen (German for "Remote Sensing in Schools") - aims at a better integration of remote sensing in school lessons. Respectively, the overall ob-jective is to teach pupils from primary school up to high-school graduation basics and fields of application of remote sensing. Working with remote sensing data opens up new and modern ways of teaching. Therefore many teachers have great interest in the subject "remote sensing", being motivated to integrate this topic into teaching, provided that the curriculum is con-sidered. In many cases, this encouragement fails because of confusing information, which ruins all good intentions. For this reason, a comprehensive and well structured learning portal on the subject remote sensing is developed. This will allow teachers and pupils to have a structured initial understanding of the topic. Recognizing that in-depth use of satellite imagery can only be achieved by the means of computer aided learning methods, a sizeable number of e-Learning contents have been created throughout the last 5 years since the project's kickoff which are now integrated into the learning portal. Three main sections form the backbone of the developed learning portal. 1. The "Teaching Materials" section provides registered teachers with interactive lessons to convey curriculum relevant topics through remote sensing. They are able to use the implemented management system to create classes and enregister pupils, keep track of their progresses and control results of the conducted lessons. Abandoning the functio-nalities of the management system the lessons are also available to non-registered us-ers. 2. Pupils and Teachers can investigate further into remote sensing in the "Research" sec-tion, where a knowledge base alongside a satellite image gallery offer general back-ground information on remote sensing and the provided lessons in a semi interactive manner. 3. The "Analysis Tools" section offers means to further experiment with satellite images by working with predefined sets of Images and Tools. All three sections of the platform are presented exemplary explaining the underlying didactical and technical concepts of the project, showing how they are realized and what their potentials are when put to use in school lessons.

Web-phreeq: a WWW instructional tool for modeling the distribution of chemical species in water

NASA Astrophysics Data System (ADS)

Saini-Eidukat, Bernhardt; Yahin, Andrew

1999-05-01

A WWW-based tool, WEB-PHREEQ, was developed for classroom teaching and for routine calculation of low temperature aqueous speciation. Accessible with any computer that has an internet-connected forms-capable WWW-browser, WEB-PHREEQ provides user interface and other support for modeling, creates a properly formatted input file, passes it to the public domain program PHREEQC and returns the output to the WWW browser. Users can calculate the equilibrium speciation of a solution over a range of temperatures or can react solid minerals or gases with a particular water and examine the resulting chemistry. WEB-PHREEQ is one of a number of interactive distributed-computing programs available on the WWW that are of interest to geoscientists.

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers' Use of These Tools in Their Teaching

ERIC Educational Resources Information Center

Alhassan, Riyadh

2017-01-01

The purpose of this study was to examine the relationship between teachers' self-efficacy in using of Web 2.0 tools and some demographic variables, and their use of those tools in their teaching. The study data was collected from a random sample of public school teachers in Riyadh, Saudi Arabia. The results showed a strong positive relationship…

Three-Dimensional Animation Technology: a New Interactive Model Designed for the Teaching of Cryospheric Science

NASA Astrophysics Data System (ADS)

Porter, P. R.; Marunchak, A.

2011-12-01

One of the key challenges facing educators in the cryospheric sciences is to explain to students the processes that operate and the landforms that exist in relatively unfamiliar glacial environments. In many cases these environments are also largely inaccessible which can hinder field-based teaching. This is particularly the case for en-glacial and sub-glacial hydrology and the closely related topic of sub-glacial glacier dynamics, yet a full understanding of these subject areas is pivotal to overall student understanding of glaciology. An ability to visualise these unfamiliar and inaccessible environments offers a potentially powerful tool to assist student conceptualisation and comprehension. To address this we have developed a three-dimensional interactive 'virtual glacier' simulation model. Based on standards and technology established by the rapidly evolving video gaming industry, the user is presented with an interactive real-time three-dimensional environment designed to accurately portray multiple aspects of glacial environments. The user can move in all directions in the fore-field area, on the glacier surface and within en-glacial and sub-glacial drainage networks. Descent into the glacier hydrological system is via a moulin, from which the user can explore en-glacial channels linking to this moulin and ultimately descend into the sub-glacial drainage system. Various sub-glacial drainage network morphologies can then be 'explored' to aid conceptualisation and understanding and the user can navigate through drainage networks both up- and down-glacier and ultimately emerge at the portal into the fore-field environment. Interactive icons relating to features of interest are presented to the user throughout the model, prompting multimedia dialogue boxes to open. Dialogue box content (e.g. text, links to online resources, videos, journal papers, etc.) is fully customisable by the educator. This facilitates the use of the model at different academic levels. Although our model is predominantly based on the teaching of glacier hydrology, sufficient functionality has been designed into the model package to allow educators to uniquely populate other areas of the scene with interactive multimedia dialogue boxes. For example, users could explore fore-field geomorphology in a similar manner to the glacier hydrological system. We will also be developing this technology to build further suites of virtual interactive environments relevant to teaching in the earth and environmental sciences.

Use of interactive theater and role play to develop medical students' skills in breaking bad news.

PubMed

Skye, Eric P; Wagenschutz, Heather; Steiger, Jeffrey A; Kumagai, Arno K

2014-12-01

Creative arts have been increasingly implemented in medical education. This study investigated the use of interactive theater and role play with professional actors in teaching breaking bad news to medical students. The objectives were to explore the contexts, approaches, experiences, and reactions in giving and receiving bad news. Second-year medical students participated in a required educational session that utilized interactive theater which helps students learn about the issues of breaking bad news to a patient with cancer. Following the interactive theater piece, professional actors provided students role play experiences in small groups with breaking bad news. Anonymous evaluation surveys were given out to all second-year medical students at the conclusion of the breaking bad news session. Surveys contained quantitative and qualitative responses. Three years of evaluations were analyzed. A total of 451 (88 %) students completed the evaluations. Comments were thematically analyzed. Ninety-four percent agreed that the theater piece prompted reflection on patient-provider communications, and 89 % agreed that it stimulated discussion on complex issues with breaking bad news. The two most common themes in student comments concerned the importance of realism in the theater piece, and the value of experiencing multiple perspectives. Use of professional actors during the role play exercises enhances the realism and pushed the students out of their own "comfort zones" in ways that may more closely approximate real life clinical situations. Interactive theater can be a potentially powerful tool to teach breaking bad news during medical school.

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

Setting up the Interactive Educational Process in Higher Education

ERIC Educational Resources Information Center

Ponomariova, Olga Nikolaevna; Vasin?, Olga Nikolaevna

2016-01-01

This article aims to discuss the opportunities in the interactive teaching in higher education. The study presents the methodological approach of understanding the notions of "teaching technology" and "interactive teaching methods". The originality of the study consists in the authors' definition of the situation in "the…

Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study.

PubMed

Saleh, Suha M; Asi, Yara M; Hamed, Kastro M

2013-06-01

Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.

Preservice elementary teachers learning to use curriculum materials to plan and teach science

NASA Astrophysics Data System (ADS)

Gunckel, Kristin Lee

New elementary teachers rely heavily on curriculum materials, but available science curriculum materials do not often support teachers in meeting specified learning goals, engaging students in the inquiry and application practices of science, or leveraging students' intellectual and cultural resources for learning. One approach to supporting new elementary teachers in using available science curriculum materials is to provide frameworks to scaffold preservice teachers' developing lesson planning and teaching practices. The Inquiry-Application Instructional Model (I-AIM) and the Critical Analysis and Planning (CA&P) tool were designed to scaffold preservice teachers' developing practice to use curriculum materials effectively to plan and teach science. The I-AIM identifies functions for each activity in an instructional sequence. The CA&P provides guides preservice teachers in modifying curriculum materials to better fit I-AIM and leverage students' resources for learning. This study followed three elementary preservice teachers in an intern-level science method course as they learned to use the I-AIM and CA&P to plan and teach a science unit in their field placement classrooms. Using a sociocultural perspective, this study focused on the ways that the interns used the tools and the mediators that influenced how they used the tools. A color-coding analysis procedure was developed to identify the teaching patterns in the interns' planned instructional approaches and enacted activity sequences and compare those to the patterns implied by the I-AIM and CA&P tools. Interviews with the interns were also conducted and analyzed, along with the assignments they completed for their science methods course, to gain insight into the meanings the interns made of the tools and their experiences planning and teaching science. The results show that all three interns had some successes using the I-AIM and CA&P to analyze their curriculum materials and to plan and teach science lessons. However, all three interns used the tools in different ways, and some of their ways of using the tools were different from the intentions for the tools. These differences can be accounted for by the variety of mediators that influenced the interns' use of the I-AIM and CA&P tools. These mediators were rooted in the Discourses at play in the various communities in which the interns participated during their teacher preparation program. Some of the practices and resources of these various Discourses interfered with or supported the interns' use of the I-AIM and CA&P tools. Each intern took a different trajectory through these Discourses and encountered different practices that mediated how each used the I-AIM and CA&P tools. The results of this study suggest that the goal of preparing preservice teachers to use the I-AIM and CA&P tools should be to provide preservice teachers with opportunities to use the tools and help them develop the metaknowledge about the tools necessary to critically analyze the affordances and weaknesses of different approaches to teaching science.

Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2016-05-01

The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Can Tablet Computers Enhance Faculty Teaching?

PubMed Central

Narayan, Aditee P.; Whicker, Shari A.; Benjamin, Robert W.; Hawley, Jeffrey; McGann, Kathleen A.

2015-01-01

Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value. PMID:26221443

Navigating complex patients using an innovative tool: the MTM Spider Web.

PubMed

Morello, Candis M; Hirsch, Jan D; Lee, Kelly C

2013-01-01

To introduce a teaching tool that can be used to assess the complexity of medication therapy management (MTM) patients, prioritize appropriate interventions, and design patient-centered care plans for each encounter. MTM patients are complex as a result of multiple comorbidities, medications, and socioeconomic and behavioral issues. Pharmacists who provide MTM services are required to synthesize a plethora of information (medical and nonmedical), evaluate and prioritize the clinical problems, and design a comprehensive patient-centered care plan. The MTM Spider Web is a visual tool to facilitate this process. A description is provided regarding how to build the MTM Spider Web using case-based scenarios. This model can be used to teach pharmacists, health professional students, and patients. The MTM Spider Web is an innovative teaching tool that can be used to teach pharmacists and students how to assess complex patients and design a patient-centered care plan to deliver the most appropriate medication therapy.

An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

NASA Astrophysics Data System (ADS)

Gourlay, Barbara Elas

This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to demonstrate skills at disambiguating undergraduate discourse. Interaction analysis reinforced that successful undergraduate-teaching assistant communication depends on the coordination of verbal and visual channels of communication, with the physical objects of the chemistry lab environment playing a pivotal role in expressing information and in mutual understanding. These results have implications for the evaluation of English proficiency and the preparation of non-native speaking teaching assistants by pointing out that teaching assistant listening comprehension skills and the use of contextual artifacts contribute to successful communication and are areas that, to date, have been underrepresented in the research literature on international teaching assistant communication.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

An Interactive Approach to Learning and Teaching in Visual Arts Education

ERIC Educational Resources Information Center

Tomljenovic, Zlata

2015-01-01

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…

Symposium: A New Observation Tool for Looking at Inquiry-Based Teaching and Learning.

ERIC Educational Resources Information Center

Young, M. J.; And Others

This document comprises four papers from a symposium on using an inquiry-based observation tool for assessing teaching and learning on various educational levels. The first paper, "Introduction, and Overview and Use of the Tool for K-12 Science, Mathematics, and Technology Program Evaluation" (M. Jean Young), presents an overview of the tool…

Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

ERIC Educational Resources Information Center

Umoh, Joseph B.; Akpan, Ekemini T.

2014-01-01

An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

Design and evaluation of a simulation for pediatric dentistry in virtual worlds.

PubMed

Papadopoulos, Lazaros; Pentzou, Afroditi-Evaggelia; Louloudiadis, Konstantinos; Tsiatsos, Thrasyvoulos-Konstantinos

2013-10-29

Three-dimensional virtual worlds are becoming very popular among educators in the medical field. Virtual clinics and patients are already used for case study and role play in both undergraduate and continuing education levels. Dental education can also take advantage of the virtual world's pedagogical features in order to give students the opportunity to interact with virtual patients (VPs) and practice in treatment planning. The objective of this study was to design and evaluate a virtual patient as a supplemental teaching tool for pediatric dentistry. A child VP, called Erietta, was created by utilizing the programming and building tools that online virtual worlds offer. The case is about an eight-year old girl visiting the dentist with her mother for the first time. Communication techniques such as Tell-Show-Do and parents' interference management were the basic elements of the educational scenario on which the VP was based. An evaluation of the simulation was made by 103 dental students in their fourth year of study. Two groups were formed: an experimental group which was exposed to the simulation (n=52) and a control group which did not receive the simulation (n=51). At the end, both groups were asked to complete a knowledge questionnaire and the results were compared. A statistically significant difference between the two groups was found by applying a t test for independent samples (P<.001), showing a positive learning effect from the VP. The majority of the participants evaluated the aspects of the simulation very positively while 69% (36/52) of the simulation group expressed their preference for using this module as an additional teaching tool. This study demonstrated that a pediatric dentistry VP built in a virtual world offers significant learning potential when used as a supplement to the traditional teaching techniques.

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them. All of the best practices guidance, teaching materials, and online resources from the workshop can be found via the InTeGrate website - http://serc.carleton.edu/integrate/workshops/online_learning/index.html.

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

NASA Astrophysics Data System (ADS)

Kim, Mi Song

2015-10-01

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called "Embodied Modeling-Mediated Activities" (EMMA) to support not only Singaporean learners' deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers' co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2013-01-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called "Einstein's elevator" and "Einstein's train" can function as tools in teaching basic concepts of the…

Using Food as a Tool to Teach Science to 3rd Grade Students in Appalachian Ohio

ERIC Educational Resources Information Center

Duffrin, Melani W.; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-01-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these…

Teachers' interaction with children in the school meal situation: the example of pedagogic meals in Sweden.

PubMed

Persson Osowski, Christine; Göranzon, Helen; Fjellström, Christina

2013-01-01

School meals are also a teaching occasion in which children learn about food and meals, which is referred to as "pedagogic meals" in Sweden. The aim of the present article was to study how the pedagogic meal is practiced in preschool and school settings, with focus on how teachers acted when interacting with the children. Observations, interviews, and focus group interviews. School canteens. Three schools. Teaching in the school meal situation. Social constructionism, new social studies of childhood. The teachers took on 3 different roles. The sociable teacher role entailed turning the school lunch into a social occasion, the educating teacher role involved educating the children, and the evasive teacher role was not associated with the definition of a pedagogic meal. The teacher roles, which ranged from adult-oriented to child-oriented, and which varied in the level of interaction with the children, were summarized in a framework named the Adult- to Child-oriented Teacher Role Framework for School Meals (ACTS). To realize the potential of pedagogic meals, teachers must be educated and become aware of the effects of their behaviors. In this situation, the ACTS framework can constitute a useful tool. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

A Pilot Study of Computer-Based Simulation Training for Enhancing Family Medicine Residents' Competence in Computerized Settings.

PubMed

Shachak, Aviv; Domb, Sharon; Borycki, Elizabeth; Fong, Nancy; Skyrme, Alison; Kushniruk, Andre; Reis, Shmuel; Ziv, Amitai

2015-01-01

We previously developed a prototype computer-based simulation to teach residents how to integrate better EMR use in the patient-physician interaction. To evaluate the prototype, we conducted usability tests with three non-clinician students, followed by a pilot study with 16 family medicine residents. The pilot study included pre- and post-test surveys of competencies and attitudes related to using the EMR in the consultation and the acceptability of the simulation, as well as 'think aloud' observations. After using the simulation prototypes, the mean scores for competencies and attitudes improved from 14.88/20 to 15.63/20 and from 22.25/30 to 23.13/30, respectively; however, only the difference for competencies was significant (paired t-test; t=-2.535, p=0.023). Mean scores for perceived usefulness and ease of use of the simulation were good (3.81 and 4.10 on a 5-point scale, respectively). Issues identified in usability testing include confusing interaction with some features, preferences for a more interactive representation of the EMR, and more options for shared decision making. In conclusion, computer-based simulation may be an effective and acceptable tool for teaching residents how to better use EMRs in clinical encounters.

Surgeon-authored Virtual Laparoscopic Adrenalectomy Module is Judged Effective and Preferred over Traditional Teaching Tools

PubMed Central

Kurenov, Sergei; Cendan, Juan; Dindar, Sahel; Attwood, Kristopher; Hassett, James; Nawotniak, Ruth; Cherr, Gregory; Cance, William G.; Peters, Jörg

2018-01-01

Objective The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality training module authored by surgeons using the Toolkit for Illustration Procedures in Surgery (TIPS). Methods Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons with 15 to 24 years of experience peer-reviewed and tested the module. Fourteen residents and nine fellows trained with the module and answered the quiz, pre-use and post-use. Participants received an overview during Surgical Grand Rounds session and a 20-minute one- on-one tutorial followed by a 30 minute of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results Correct quiz response rates on procedural steps improved significantly post-use over pre-use. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All subjects indicated that they preferred the module compare to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring virtual reality training. PMID:27758896

Empirical evaluation of a virtual laboratory approach to teach lactate dehydrogenase enzyme kinetics.

PubMed

Booth, Christine; Cheluvappa, Rajkumar; Bellinson, Zack; Maguire, Danni; Zimitat, Craig; Abraham, Joyce; Eri, Rajaraman

2016-06-01

Personalised instruction is increasingly recognised as crucial for efficacious learning today. Our seminal work delineates and elaborates on the principles, development and implementation of a specially-designed adaptive, virtual laboratory. We strived to teach laboratory skills associated with lactate dehydrogenase (LDH) enzyme kinetics to 2nd-year biochemistry students using our adaptive learning platform. Pertinent specific aims were to:(1)design/implement a web-based lesson to teach lactate dehydrogenase(LDH) enzyme kinetics to 2nd-year biochemistry students(2)determine its efficacious in improving students' comprehension of enzyme kinetics(3)assess their perception of its usefulness/manageability(vLab versus Conventional Tutorial). Our tools were designed using HTML5 technology. We hosted the program on an adaptive e-learning platform (AeLP). Provisions were made to interactively impart informed laboratory skills associated with measuring LDH enzyme kinetics. A series of e-learning methods were created. Tutorials were generated for interactive teaching and assessment. The learning outcomes herein were on par with that from a conventional classroom tutorial. Student feedback showed that the majority of students found the vLab learning experience "valuable"; and the vLab format/interface "well-designed". However, there were a few technical issues with the 1st roll-out of the platform. Our pioneering effort resulted in productive learning with the vLab, with parity with that from a conventional tutorial. Our contingent discussion emphasises not only the cornerstone advantages, but also the shortcomings of the AeLP method utilised. We conclude with an astute analysis of possible extensions and applications of our methodology.

Human anatomy: let the students tell us how to teach.

PubMed

Davis, Christopher R; Bates, Anthony S; Ellis, Harold; Roberts, Alice M

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small-group teaching with medically qualified demonstrators. Other teaching methods, including e-learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. © 2013 American Association of Anatomists.

Technology-enhanced Interactive Teaching of Marginal, Joint and Conditional Probabilities: The Special Case of Bivariate Normal Distribution

PubMed Central

Dinov, Ivo D.; Kamino, Scott; Bhakhrani, Bilal; Christou, Nicolas

2014-01-01

Summary Data analysis requires subtle probability reasoning to answer questions like What is the chance of event A occurring, given that event B was observed? This generic question arises in discussions of many intriguing scientific questions such as What is the probability that an adolescent weighs between 120 and 140 pounds given that they are of average height? and What is the probability of (monetary) inflation exceeding 4% and housing price index below 110? To address such problems, learning some applied, theoretical or cross-disciplinary probability concepts is necessary. Teaching such courses can be improved by utilizing modern information technology resources. Students’ understanding of multivariate distributions, conditional probabilities, correlation and causation can be significantly strengthened by employing interactive web-based science educational resources. Independent of the type of a probability course (e.g. majors, minors or service probability course, rigorous measure-theoretic, applied or statistics course) student motivation, learning experiences and knowledge retention may be enhanced by blending modern technological tools within the classical conceptual pedagogical models. We have designed, implemented and disseminated a portable open-source web-application for teaching multivariate distributions, marginal, joint and conditional probabilities using the special case of bivariate Normal distribution. A real adolescent height and weight dataset is used to demonstrate the classroom utilization of the new web-application to address problems of parameter estimation, univariate and multivariate inference. PMID:25419016

Technology-enhanced Interactive Teaching of Marginal, Joint and Conditional Probabilities: The Special Case of Bivariate Normal Distribution.

PubMed

Dinov, Ivo D; Kamino, Scott; Bhakhrani, Bilal; Christou, Nicolas

2013-01-01

Data analysis requires subtle probability reasoning to answer questions like What is the chance of event A occurring, given that event B was observed? This generic question arises in discussions of many intriguing scientific questions such as What is the probability that an adolescent weighs between 120 and 140 pounds given that they are of average height? and What is the probability of (monetary) inflation exceeding 4% and housing price index below 110? To address such problems, learning some applied, theoretical or cross-disciplinary probability concepts is necessary. Teaching such courses can be improved by utilizing modern information technology resources. Students' understanding of multivariate distributions, conditional probabilities, correlation and causation can be significantly strengthened by employing interactive web-based science educational resources. Independent of the type of a probability course (e.g. majors, minors or service probability course, rigorous measure-theoretic, applied or statistics course) student motivation, learning experiences and knowledge retention may be enhanced by blending modern technological tools within the classical conceptual pedagogical models. We have designed, implemented and disseminated a portable open-source web-application for teaching multivariate distributions, marginal, joint and conditional probabilities using the special case of bivariate Normal distribution. A real adolescent height and weight dataset is used to demonstrate the classroom utilization of the new web-application to address problems of parameter estimation, univariate and multivariate inference.

New graduate RN work satisfaction after completing an interactive nurse residency.

PubMed

Anderson, Teresa; Linden, Lois; Allen, Marsha; Gibbs, Elizabeth

2009-04-01

The aims of this study were to measure job satisfaction and engagement perceptions of new nurses after completing interactive residency modules and to test the reliability and validity of the Halfer-Graf Job/Work Environment Nursing Satisfaction Survey. US nursing shortages are estimated to increase to 36% by 2020, requiring emphasis on hiring new graduate nurses. Improved retention of new graduates through innovative orientations such as interactive nurse residencies is one option. This mixed qualitative and quantitative study compared perceived job satisfaction and employee engagement of 90 new graduate nurses completing an interactive nurse residency. Reliability and validity of the Halfer-Graf tool were supported. Qualitative analysis yielded trends related to satisfiers (patients, patient outcomes, and teamwork) and dissatisfiers (staffing/scheduling, lack of teamwork, and physician disrespect). Simulation scenarios, debriefing, and e-mail communication with peers ranked high as beneficial teaching strategies. Study findings support previous research. An interactive learning environment was perceived as beneficial. First and second year nurse retention was consistent with previous residency programming.

Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

2013-04-01

This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Determinants of Interactive White Board Success in Teaching in Higher Education Institutions

ERIC Educational Resources Information Center

Al-Qirim, Nabeel

2011-01-01

This research evaluates the effectiveness of the Interactive White Board Technology (IWBT) in teaching in the Faculty of Information Technology (FIT) in UAE University. IWBT includes integrated hardware and software components to facilitate teaching process and hence, provides rich and interactive experience for both teachers and students.…

Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research

ERIC Educational Resources Information Center

Mata, Liliana; Lazar, Gabriel; Lazar, Iuliana

2016-01-01

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the…

A novel multimedia tool to improve bedside teaching of cardiac auscultation

PubMed Central

Woywodt, A; Herrmann, A; Kielstein, J; Haller, H; Haubitz, M; Purnhagen, H

2004-01-01

Training in cardiac auscultation is a core element of undergraduate teaching but recent studies have documented a remarkable decline in auscultatory skills. Therefore there is an interest in new ways to teach cardiac auscultation. In analogy to phonocardiography, an electronic system for simultaneous auscultation and visualisation of murmurs was sought. For this purpose, an electronic stethoscope was linked to a laptop computer and software created to visualise auscultatory findings. In a preliminary trial in undergraduate students, this approach greatly facilitated teaching. Amalgamating traditional phonocardiography with a multimedia approach, this system represents a novel tool for bedside teaching of cardiac auscultation. PMID:15192171

Preservice Teachers' Views about E-Book and Their Levels of Use of E-Books

ERIC Educational Resources Information Center

Yalman, Murat

2014-01-01

Currently, using technological tools in education has made it compulsory to learn about these tools. For preservice teachers, who are students at education faculties at universities, it seems very important that they make use of these tools in their professional lives and teach them to their pupils. The teaching materials designed and prepared in…

Use of ecological momentary assessment to determine which structural factors impact perceived teaching quality of attending rounds.

PubMed

Willett, Lisa; Houston, Thomas K; Heudebert, Gustavo R; Estrada, Carlos

2012-09-01

Providing high-quality teaching to residents during attending rounds is challenging. Reasons include structural factors that affect rounds, which are beyond the attending's teaching style and control. To develop a new evaluation tool to identify the structural components of ward rounds that most affect teaching quality in an internal medicine (IM) residency program. The authors developed a 10-item Ecological Momentary Assessment (EMA) tool and collected daily evaluations for 18 months from IM residents rotating on inpatient services. Residents ranked the quality of teaching on rounds that day, and questions related to their service (general medicine, medical intensive care unit, and subspecialty services), patient census, absenteeism of team members, call status, and number of teaching methods used by the attending. Residents completed 488 evaluation cards over 18 months. This found no association between perceived teaching quality and training level, team absenteeism, and call status. We observed differences by service (P < .001) and patient census (P  =  .009). After adjusting for type of service, census was no longer significant. Use of a larger variety of teaching methods was associated with higher perceived teaching quality, regardless of service or census (P for trend < .001). The EMA tool successfully identified that higher patient census was associated with lower perceived teaching quality, but the results were also influenced by the type of teaching service. We found that, regardless of census or teaching service, attendings can improve their teaching by diversifying the number of methods used in daily rounds.

Teaching Radiology Physics Interactively with Scientific Notebook Software.

PubMed

Richardson, Michael L; Amini, Behrang

2018-06-01

The goal of this study is to demonstrate how the teaching of radiology physics can be enhanced with the use of interactive scientific notebook software. We used the scientific notebook software known as Project Jupyter, which is free, open-source, and available for the Macintosh, Windows, and Linux operating systems. We have created a scientific notebook that demonstrates multiple interactive teaching modules we have written for our residents using the Jupyter notebook system. Scientific notebook software allows educators to create teaching modules in a form that combines text, graphics, images, data, interactive calculations, and image analysis within a single document. These notebooks can be used to build interactive teaching modules, which can help explain complex topics in imaging physics to residents. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Developing a Tool to Evaluate Differences in Beliefs about Science Teaching and Learning among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo; Valanides, Nicos

2008-01-01

This paper presents a pilot case study on developing a qualitative tool to evaluate science student teachers' beliefs concerning science teaching and learning. The study is based on student teachers' drawings of themselves in a typical classroom situation and four open questions. Data was collected from 104 freshman science student teachers, and…

The Comparison of Novice and Master Instrumental Music Educators' Use of Figurative Language and Their Attitudes Concerning It as a Tool for Effective Teaching

ERIC Educational Resources Information Center

Spieker, Matthew H.

2017-01-01

The purpose of this study was to compare the use of figurative language between master and novice instrumental music teachers and to investigate their attitudes toward figurative language as a teaching tool. Figurative language is defined as any creative verbal instruction intended to teach a concept. Sixteen (N = 16) secondary school,…

Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity.

PubMed

Sidhu, Navdeep S; Edwards, Morgan

2018-04-27

We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.

Evaluation in undergraduate medical education: Conceptualizing and validating a novel questionnaire for assessing the quality of bedside teaching.

PubMed

Dreiling, Katharina; Montano, Diego; Poinstingl, Herbert; Müller, Tjark; Schiekirka-Schwake, Sarah; Anders, Sven; von Steinbüchel, Nicole; Raupach, Tobias

2017-08-01

Evaluation is an integral part of curriculum development in medical education. Given the peculiarities of bedside teaching, specific evaluation tools for this instructional format are needed. Development of these tools should be informed by appropriate frameworks. The purpose of this study was to develop a specific evaluation tool for bedside teaching based on the Stanford Faculty Development Program's clinical teaching framework. Based on a literature review yielding 47 evaluation items, an 18-item questionnaire was compiled and subsequently completed by undergraduate medical students at two German universities. Reliability and validity were assessed in an exploratory full information item factor analysis (study one) and a confirmatory factor analysis as well as a measurement invariance analysis (study two). The exploratory analysis involving 824 students revealed a three-factor structure. Reliability estimates of the subscales were satisfactory (α = 0.71-0.84). The model yielded satisfactory fit indices in the confirmatory factor analysis involving 1043 students. The new questionnaire is short and yet based on a widely-used framework for clinical teaching. The analyses presented here indicate good reliability and validity of the instrument. Future research needs to investigate whether feedback generated from this tool helps to improve teaching quality and student learning outcome.

Application of desktop computers in nuclear engineering education

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

Graves, H.W. Jr.

1990-01-01

Utilization of desktop computers in the academic environment is based on the same objectives as in the industrial environment - increased quality and efficiency. Desktop computers can be extremely useful teaching tools in two general areas: classroom demonstrations and homework assignments. Although differences in emphasis exist, tutorial programs share many characteristics with interactive software developed for the industrial environment. In the Reactor Design and Fuel Management course at the University of Maryland, several interactive tutorial programs provided by Energy analysis Software Service have been utilized. These programs have been designed to be sufficiently structured to permit an orderly, disciplined solutionmore » to the problem being solved, and yet be flexible enough to accommodate most problem solution options.« less

Mentoring--a staff retention tool.

PubMed

Kanaskie, Mary Louise

2006-01-01

Staff retention presents a common challenge for hospitals nationwide. Mentorship programs have been explored as one method of creating environments that promote staff retention. Successful achievement of nurse competencies identified in the Synergy Model for Patient Care can best be achieved in an environment that encourages and facilitates mentoring. Mentoring relationships in critical care provide the ongoing interactions, coaching, teaching, and role modeling to facilitate nurses' progression along this continuum. Mentoring relationships offer support and professional development for nurses at all levels within an organization as well as an optimistic outlook for the nursing profession.

Teaching and evaluating critical thinking in respiratory care.

PubMed

Mishoe, Shelley C; Hernlen, Kitty

2005-09-01

The capacity to perform critical thinking in respiratory care may be enhanced through awareness and education to improve skills, abilities, and opportunities. The essential skills for critical thinking in respiratory care include prioritizing, anticipating, troubleshooting, communicating, negotiating, decision making, and reflecting. In addition to these skills, critical thinkers exhibit certain characteristics such as critical evaluation, judgment,insight, motivation, and lifelong learning. The teaching of critical thinking may be accomplished though problem-based learning using an evidenced-based approach to solve clinical problems similar to those encountered in professional practice. Other traditional strategies such as discussion, debate, case study, and case presentations can be used. Web-based curriculum and technologic advances have created opportunities such as bulletin boards, real-time chats, and interactive media tools that can incorporate critical thinking. Many concerns and controversies surround the assessment of critical thinking, and individuals who administer critical thinking tests must be aware of the strengths and limitations of these assessment tools, as well as their relevance to the workplace. The foundational works reported in this article summarize the current status of assessment of critical thinking and can stimulate further investigation and application of the skills, characteristics, educational strategies, and measurement of critical thinking in respiratory care.

Project SOS: The Science of Sustainability

NASA Astrophysics Data System (ADS)

Berven, Christine; Dawes, Kathy; Kern, Anne; Ryan, Kathleen; McNamara, Patricia

2014-03-01

Project SOS: Making Connections Using The Science Of Sustainability is an Informal Science Education Pathways Project designed to teach the science of sustainability to middle-school aged youth in rural communities of northern ID and eastern WA. The educational focus is the physics of convection, conduction and radiation and how these exist in nature and specifically in the home of the youth. Our goal is to explore the implementation of a cooperative-learning model in which youth become experts in their area of heat transfer using portable exhibits, teach their fellow team-members about those mechanisms, and apply this knowledge as a team to improve the energy efficiency of a model house. We provide simple tools and instructions so that they may apply their new knowledge to their own homes. We analyze audio and video of the interactions of our facilitators with the youth and among the youth, and use pre- and post-surveys to document the increase in understanding of energy transfer mechanisms in their homes and the environment. The tools and techniques developed to accomplish our goals and our current findings regarding the effectiveness of this approach will be discussed. Work supported by National Science Foundation Award DRL-1223290.

Investigating the Impact of Using a CAD Simulation Tool on Students' Learning of Design Thinking

NASA Astrophysics Data System (ADS)

Taleyarkhan, Manaz; Dasgupta, Chandan; Garcia, John Mendoza; Magana, Alejandra J.

2018-02-01

Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation software. We present a framework for characterizing different levels of engineering design thinking displayed by students who interacted with the CAD simulation software in the context of a collaborative assignment. This framework describes the presence of four levels of engineering design thinking—beginning designer, adept beginning designer, informed designer, adept informed designer. We present the characteristics associated with each of these four levels as they pertain to four engineering design strategies that students pursued in this study—understanding the design challenge, building knowledge, weighing options and making tradeoffs, and reflecting on the process. Students demonstrated significant improvements in two strategies—understanding the design challenge and building knowledge. We discuss the affordances of the CAD simulation tool along with the learning environment that potentially helped students move towards Adept informed designers while pursuing these design strategies.

CLASSROOM INTERACTION, PUPIL ACHIEVEMENT AND ADJUSTMENT IN TEAM TEACHING AS COMPARED WITH THE SELF-CONTAINED CLASSROOM.

ERIC Educational Resources Information Center

LAMBERT, PHILIP; AND OTHERS

EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM…

The TEACH Method: An Interactive Approach for Teaching the Needs-Based Theories Of Motivation

ERIC Educational Resources Information Center

Moorer, Cleamon, Jr.

2014-01-01

This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs,…

The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

NASA Astrophysics Data System (ADS)

Bellflower, Julie V.

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.

The congruence of perceptions and behaviors exhibited by twelve successful middle school teachers in implementingScience/Technology/Society/Constructivist practices in Iowa Scope, Sequence, and Coordination schools

NASA Astrophysics Data System (ADS)

Yutakom, Naruemon

1997-11-01

The purposes of this study were (1) to investigate teacher perceptions about teaching and the strategies they use in teaching for successful middle school teachers purporting to use Science/Technology/Society and Constructivist practices in Iowa Scope, Sequence, and Coordination (SS&C) schools and (2) to note the congruence between these perceptions and the actual behaviors exhibited by these teachers. Multiple methods of data collection used to discern the actual behaviors included observation by means of classroom videotapes, a teacher perception survey, teacher interviews, instructional documents, teacher stories, demographic information concerning teachers from the Iowa-SS&C database, and a student survey. Findings include: (1) Successful SS&C teachers report that they use STS/Constructivist teaching practices; further, interviews indicated that they also have knowledge and understanding of the science content and pedagogy which are consistent with the STS/Constructivist philosophy. These perceptions and this knowledge influence their stated goals, rationale for teaching, understanding of the teaching and learning processes, and ideas about needed professional development. (2) Successful SS&C teachers exhibit a wide range of STS/Constructivist teaching behaviors. The five most common of these are: (a) acceptance of a variety of student responses, (b) students apply their knowledge in meeting everyday challenges, (c) student-student verbal interactions encouraged, (d) students encouraged to use higher order thinking skills, (e) a variety of assessment tools were used. Over 31% of the questions the teachers ask are higher order level questions; the average wait-time for the teachers is 3.4 seconds following each question. (3) Students report that SS&C teachers provide learning environments that are relevant and meaningful to them and that student-student interaction is encouraged. They do not report involvement with planning, conducting lessons, and assessing their own learning. (4) Teacher beliefs and knowledge about STS/Constructivist philosophy influence their teaching behaviors. The practices of seven of the teachers match their perceptions. One teacher exhibited fewer STS/Constructivist strategies than he reported to be the situation while four practiced more STS/Constructivist strategies than they reported.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

ERIC Educational Resources Information Center

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

Interactive large-group teaching in a dermatology course.

PubMed

Ochsendorf, F R; Boehncke, W-H; Sommerlad, M; Kaufmann, R

2006-12-01

This is a prospective study to find out whether an interactive large-group case-based teaching approach combined with small-group bedside teaching improves student satisfaction and learning outcome in a practical dermatology course. During two consecutive terms a rotating system of large-group interactive case-study-method teaching with two tutors (one content expert, one process facilitator) and bedside teaching with randomly appointed tutors was evaluated with a nine-item questionnaire and multiple-choice test performed at the beginning and the end of the course (n = 204/231 students evaluable). The results of three different didactic approaches utilized over the prior year served as a control. The interactive course was rated significantly better (p < 0.0001) than the standard course with regard to all items. The aggregate mark given by the students for the whole course was 1.58-0.61 (mean +/- SD, range 1 (good)-5 (poor)). This was significantly better than the standard course (p < 0.0001) and not different from small-group teaching approaches. The mean test results in the final examination improved significantly (p < 0.01). The combination of large-group interactive teaching and small-group bedside teaching was well accepted, improved the learning outcome, was rated as good as a small-group didactic approach and needed fewer resources in terms of personnel.

A Clinical Reasoning Tool for Virtual Patients: Design-Based Research Study.

PubMed

Hege, Inga; Kononowicz, Andrzej A; Adler, Martin

2017-11-02

Clinical reasoning is a fundamental process medical students have to learn during and after medical school. Virtual patients (VP) are a technology-enhanced learning method to teach clinical reasoning. However, VP systems do not exploit their full potential concerning the clinical reasoning process; for example, most systems focus on the outcome and less on the process of clinical reasoning. Keeping our concept grounded in a former qualitative study, we aimed to design and implement a tool to enhance VPs with activities and feedback, which specifically foster the acquisition of clinical reasoning skills. We designed the tool by translating elements of a conceptual clinical reasoning learning framework into software requirements. The resulting clinical reasoning tool enables learners to build their patient's illness script as a concept map when they are working on a VP scenario. The student's map is compared with the experts' reasoning at each stage of the VP, which is technically enabled by using Medical Subject Headings, which is a comprehensive controlled vocabulary published by the US National Library of Medicine. The tool is implemented using Web technologies, has an open architecture that enables its integration into various systems through an open application program interface, and is available under a Massachusetts Institute of Technology license. We conducted usability tests following a think-aloud protocol and a pilot field study with maps created by 64 medical students. The results show that learners interact with the tool but create less nodes and connections in the concept map than an expert. Further research and usability tests are required to analyze the reasons. The presented tool is a versatile, systematically developed software component that specifically supports the clinical reasoning skills acquisition. It can be plugged into VP systems or used as stand-alone software in other teaching scenarios. The modular design allows an extension with new feedback mechanisms and learning analytics algorithms. ©Inga Hege, Andrzej A Kononowicz, Martin Adler. Originally published in JMIR Medical Education (http://mededu.jmir.org), 02.11.2017.

Resources for Designing, Selecting and Teaching with Visualizations in the Geoscience Classroom

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Ormand, C. J.; McDaris, J. R.

2009-12-01

Geoscience is a highly visual field, and effective use of visualizations can enhance student learning, appeal to students’ emotions and help them acquire skills for interpreting visual information. The On the Cutting Edge website, “Teaching Geoscience with Visualizations” presents information of interest to faculty who are teaching with visualizations, as well as those who are designing visualizations. The website contains best practices for effective visualizations, drawn from the educational literature and from experts in the field. For example, a case is made for careful selection of visualizations so that faculty can align the correct visualization with their teaching goals and audience level. Appropriate visualizations will contain the desired geoscience content without adding extraneous information that may distract or confuse students. Features such as labels, arrows and contextual information can help guide students through imagery and help to explain the relevant concepts. Because students learn by constructing their own mental image of processes, it is helpful to select visualizations that reflect the same type of mental picture that students should create. A host of recommended readings and presentations from the On the Cutting Edge visualization workshops can provide further grounding for the educational uses of visualizations. Several different collections of visualizations, datasets with visualizations and visualization tools are available on the website. Examples include animations of tsunamis, El Nino conditions, braided stream formation and mountain uplift. These collections are grouped by topic and range from simple animations to interactive models. A series of example activities that incorporate visualizations into classroom and laboratory activities illustrate various tactics for using these materials in different types of settings. Activities cover topics such as ocean circulation, land use changes, earthquake simulations and the use of Google Earth to explore geologic processes. These materials can be found at http://serc.carleton.edu/NAGTWorkshops/visualization. Faculty and developers of visualization tools are encouraged to submit teaching activities, references or visualizations to the collections.

An interactive, web-based tool for learning anatomic landmarks.

PubMed

Hallgren, Richard C; Parkhurst, Perrin E; Monson, Carol L; Crewe, Nancy M

2002-03-01

To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007). The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.