An educational tool for generating inaccessible page examples based on WCAG 2.0 failures

Online CKD Education for Medical Students, Residents, and Fellows: Training in a New Era

Does being exposed to an educational tool influence patient preferences? The influence of an educational tool on patient preferences assessed by a discrete choice experiment.

Tourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and experience industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism and Hospitality. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism and Hospitality. Online resources in English that will be discusses are: Booking.com, Travel Agencies Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts.

IntroductionMobile learning and digital educational tools have revolutionized medical education globally. This study explores the usage patterns and perceptions of electronic devices and online educational tools among undergraduate medical students in a tertiary care hospital in India.Materials and methodsA cross-sectional descriptive study was conducted at a tertiary care teaching hospital among undergraduate medical students. A validated questionnaire covering three domains (general use, learning use, and attitudes) was distributed through Google Forms (Google LLC, Mountain View, CA, USA). Data were analyzed for statistical association of the usefulness of online educational tools and the attitude of students toward online education tools by the chi-square test. Cronbach's alpha was calculated for attitude questions.ResultsOf 400 students, 322 (80.5%) participated. Smartphones were the most commonly used devices among 151 (46.9%) students, and 252 (78.26%) students used online educational platforms. Marrow and YouTube were the most popular educational platforms. Most students found online tools helpful in various aspects. For learning new concepts, 319 (99.1%) students; for revision, 297 (92.2%) students; and for self-assessment, 288 (89.4%) students stated online tools as helpful, which was statistically significant (p<0.05). While students appreciated digital learning, many remained neutral or skeptical about replacing traditional methods. Association for all the questions of attitude was statistically significant (p<0.05).ConclusionsUndergraduate medical students at our tertiary care teaching hospital widely adopt digital education tools. While digital platforms enhance learning, challenges such as cost and potential distractions warrant consideration in overemphasizing the use of online education tools.

The present study aims to investigate the effect of using online educational tools on science learning among male students in the fifth year of primary school in Shahriyar city. Research method is semi-experimental based on pre-test - post-test design. All male students in the six year of primary school at Shahriyar city in the academic year 2016-17 that 260 of them were selected by random sampling. First, pages from the book of science without the use of educational tools in all classes are taught and filled researcher-made inventory of science learning (reliability of learning inventory using Cronbach's alpha coefficient was calculated and was used to assess the validity of the content from the point of view of primary school teachers and professors and experts). Then other pages of the math book using educational tools in 5 sessions of 30-minute was done supervised by teachers and researchers for all classes. Having the project been completed, researcher-made learning questionnaire was again conducted equal to the first questionnaire for all classes. And to analyze the assumptions, gamma test in agreement tables and non- parametric Spearman correlation test using SPSS software version 20 was conducted. The results showed that the active use of educational tools leads to a significant difference in science learning in students.

BackgroundWe conducted a feasibility study of an anaesthetic online educational tool that is accessed via quick reference (QR) codes. The primary objective of the study was to assess the feasibility...

Development and Pilot Evaluation of an Educational Tool for the FLACC Pain Scale

With the increasing dependence on internet sources, educational web tools have offered teachers with various opportunities to investigate the most appropriate educational tools to suit their learning preferences. Undeniably, in this digital age need to learn how to effectively and efficiently create, collaborate and share new information on the web through the use of different tools available on the web for lifelong learning. In response to this need, an empirical study on educational web tools as a technique to enhance students learning was conducted. Hence, the aim of this paper was to determine the attitudes, skills and benefits they may have experienced during the conduct of their web tool activities in selected education subjects. The results showed that demonstrate positive attitudes on the use of educational web tools. Results further revealed that the skills and the benefits they have experienced differ according to their attitudes toward the use of educational web tools in the subject. Based from the findings, conclusion has been drawn regarding the use of educational web tools to support the teaching-learning process.

While early research in digital storytelling was primarily based on a mixture of digital media, the last 10 years has seen a rapid increase in the use of advanced technologies such as augmented reality (AR), wearable, tangible, and mobile devices. Although a proliferation of digital storytelling authoring tools has been introduced to improve learning, there is a lack of systematic review to inform how it has been designed and developed as well as implemented in education. This paper presents a systematic review of 91 studies highlighting the technology and use trends related to authoring tools in educational digital storytelling. Our analysis identifies best practices in designing the authoring tools, synthesized as design guidelines for future researchers and practitioners in the field. Possible challenges of incorporating the tools in the classroom are explored, and directions for future design and development of similar tools are suggested.

Venous Thromboembolism (VTE) Education Preferences Amongst Physicians and Patients: A Qualitative Needs Assessment

Financial abuse is the most common form of elder abuse. Capacity Australia, established to promote education regarding capacity and abuse prevention across health, legal and financial sectors, was awarded a grant by the Dementia Collaborative Research Centre to educate the banking sector on financial abuse and dementia. We aimed to develop a knowledge translation tool for bank staff on this issue. The banking sector across Australia was engaged and consulted to develop a tailored education tool based on Australian Banking Association's Guidelines on Financial Abuse Prevention, supplemented by information related to dementia, financial capacity and supported decision-making. The tool was tested on 69 banking staff across Australia from two major banks. An online education tool using adaptive learning was developed, comprising a pretest of 15 multiple choice questions, followed by a learning module tailored to the individual's performance on the pretest, and a post-test to assess knowledge translation. A significant increase in scores was demonstrated when baseline scores were compared with post-course scores (mean difference in scores = 3.5; SD = 1.94; t = 15.1; df = 68; p < 0.001). The tool took approximately 10-20 min to complete depending on the knowledge of participant and continuity of completion. The Australian banking industry was amenable to assist in the development of a tailored education tool on dementia, abuse and financial capacity. This online e-tool provides an effective medium for knowledge translation. Copyright © 2015 John Wiley & Sons, Ltd.

The Drug Design Workshop initiative was put in place in 2015 and consists of a collection of educational tools especially developed to introduce computer-aided drug design to the general public and students of various levels. These presentations, hands-on sessions, physical material and on-line educational tools (http://www.drug-design-workshop.ch) have been used in a variety of settings including classrooms, universities, teacher training sessions and science fairs. The main goal is to inform an audience as broad as possible regarding the processes and challenges for the design, discovery and development of drugs. The present article describes what is presently available and the future direction for new activities currently under development.

To explore patient responsiveness when exposed to an online educational tool and to determine level of engagement in their medical care/treatment as a consequence of this exposure. More than 2,400 patients were exposed to the Emmi Solutions online, interactive and illustrated education tool for the procedures of gastric bypass, total hip replacement and colonoscopy. These procedures were chosen to reflect an elective surgery, a significant surgery (non-elective) and an elective diagnostic procedure. Patient responses were then analyzed to determine the level of engagement through feedback questions and comments, as well as determination of the value of the experience as rated by the patient. More than 80 percent of patients felt that the online educational tool enhanced their understanding of the procedure/treatment. Specific comments and ratings reflect that the patients were more informed after the experience, and more than 90 percent felt sufficiently impressed with the tool to share it with their friends/family. Utilizing an interactive educational tool enhances the patient's appreciation for the specifics of the treatment/procedure, increases their awareness of risks, provides information and comfort in knowledge and increases their confidence in the provider of the treatment/procedure. A significant percentage of the patients even engaged their family and friends in reviewing the tool, illustrating significant engagement in their pre-treatment/procedure experience.

The main purpose of this research is to determine teachers' views on the project process within the scope of using Web 2.0 tools in education. In accordance with this purpose, participant teachers were asked to express their training expectations before the training and training views after the training. Additionally, teachers were asked which Web 2.0 tools they liked the most. Within the scope of the project entitled “Education Bag: The Use of Web 2.0 Tools in Education” the research where teachers' views about the process were taken was conducted in accordance with the qualitative research method. 148 teachers from 21 different cities participated to this TUBITAK project. The online structured form prepared for the purpose of the research was shared with the participating teachers. This form included three questions as (i) teachers’ expectations from training, (ii) training efficiency and (iii) which Web 2.0 tools they like during the training process. Data was analysed with content analysis. Data obtained from the content analysis were discussed under two sub-titles as expectations related to education and post-education views. Participant teachers’ training expectations were gathered under four different themes. These themes are teacher, course, education and student. Participant teachers’ post-training views were also shaped under four themes. These themes are training, content, teacher and instructors. Majority of the participant teachers liked online test preparation tool Quizizz most. Second most liked Web 2.0 tool is Metaverse that can develop augmented reality applications. Edmodo, Google Forms, Edpuzzle and Nearpod are among other liked educational Web 2.0 tools.

Sustainability research findings are imperative to reach a wide audience but are often hard to interpret for the general public because of their complex and interdisciplinary nature. Virtual reality (VR) is an emerging tool in education and research dissemination that can make information more accessible and engaging. This case study leveraged VR, gamification theory, and art design to develop an immersive experience that educates the general public with environmental engineering and sustainability knowledge. Through a series of informative and interactive games, this experience presented scientific findings while providing realism and entertainment throughout. This paper presents step‐by‐step guidelines for transferring engineering knowledge into a pedagogical VR experience, including human–computer interactions, storyboard development, data visualization, and gamification theory implementation. Participants provided positive feedback on the learning experience and stated that the experience sparked a curiosity to learn more about sustainability concepts. Improving opportunities for future development proposed during beta‐testing were also documented to guide future development. This case study contributes to the body of knowledge by validating the feasibility and effectiveness of incorporating VR and gamification theory in engineering education. Practically, the proposed development procedure can be implemented in various engineering education contents and scenarios.