Formal Learning Activities Research Articles

Pedagogical Agents in an Adaptive E-learning System

The pedagogical agents for e-learning can immensely help in improving the quality of teaching, evaluating and learning the process through appropriate pedagogical agents. The pedagogical agents for adaptive e-learning systems are basically designed to provide a unique and personal experience to such students who come from diverse backgrounds having different styles of learning and with various educational needs. This study basically discusses the importance of pedagogical approach for the adaptive elearning systems. The selection of personalised (relevant) pedagogical agent can increase the effectiveness of adaptive e-learning, in the form of learning activities, delivered content, and communication. This will lead individuals to an adaptive pedagogical guided e-learning experience in which pedagogy will be the centerpiece, and in which the adaptive power will influence the pedagogy effectiveness. Thus, the main aim of this study is to discuss the importance of pedagogical agents in adaptive e-learning systems and to discuss different approaches of pedagogy including the constructivist approach, collaborative approach, inquiry-based approach, integrative approach, reflective approach, objectivist approach, and competency-b ased approach.

Images of industrial life and vocational training: Scouting as a liminal space for educating a workers’ elite in 1920s Luxembourg

ABSTRACT This paper looks at a specific set of corporate images, namely photographs of apprentices of the Luxembourg steel conglomerate ARBED, and analyses how young workers are depicted in these images. The paper draws on a collection of 2251 glass-plate negatives (re)presenting ARBED’s industrial cosmos, including its vocational school the Institut Emile Metz. The roughly 160 images of apprentices contained in the collection put on display the apprentices’ bodies and a variety of activities in different contexts. The images’ contents testify to the institute’s programmatic hybridity and the constant (re-)mix of formal and semi-formal learning activities intended to educate natural, urban, mobile and communal men and future workers. Our focus is on Boy Scouts’ activities in a variety of different environments, which have functioned as a liminal space for educating a workers’ elite, mitigating the risks of industrialisation and fostering social harmony and cultural belonging.

Teaching Speaking with Communicative Language Teaching (CLT) Approach

This research is an evaluative study to see how far the principles of the approach of Communicative Language Teaching is implemented by lecturers in form of learning activities in Speaking course at the English Department, Tadulako University and students responses regarding activities Arrangements in Speaking course. This evaluative study used the CIPP model (Context, Input, Process, and Product) developed by Stufflebeam et al. and focus only on Input and Process components. The subject of research consists of four lecturers of Speaking course and eight students who have enrolled in speaking course. The research instruments were questionnaire and interview. The data indicated that in general lecturers always use the Communicative Language Teaching approach with varied activities in the learning process. However, not all of the students are happy with activities arrangements in the Speaking course.

Modeling the personal adult learner: the concept of PLE re-interpreted

ABSTRACT This paper argues for conceptualizing the notion of personal learning environments in higher education from an explicit adult education perspective that emphasizes the realization, re-instrumentation, and integration of learning activity in the wider context of adult life. It discusses and re-interprets an existing proposal for modeling “the personal learner” on the basis of the Viable System Model in this context and provides an empirical illustration for the conceptual utility of such an approach for educational intervention work in higher education. The paper concludes that a careful redesign and reconfiguration of learning activity in formal educational settings is a necessary and important educational intervention goal in itself, allowing for expansive connections between specific forms of learning activity and the wider context of adult life. Such an approach treats participants as developing “adult learners” who gradually gain conscious control over their own modeling of learning activity, its flexible realization via personal learning projects, and their instrumentation via personal learning environments.

The Empowerment of Labour Women Picking Coffee Through the Education of Functional Literacy Based on Local Potentials

Women picking coffee workers have a big enough role in all lines. However, the level of education and knowledge is still relatively low. It occupies a subordinate and marginally positioned position. This research aims to find the empowerment of women’s coffee picking labourers through the process of functional literacy programs. The existence of the program is expected to improve women’s empowerment The study was designed with a qualitative approach. Researchers use two primary types of data (1) Primer, i.e. data obtained by researchers directly from speakers as informers who are directly related to the empowerment of the local potential coffee-picking labour. Primary data sources of research using interviewing techniques and observation techniques (2) secondary, are supplementary research data that will be obtained through reports in the form of learning activities, documents, and textbooks relevant to the purpose of research. Before processing, the collected primary data is checked for the validity of the data. In this case, it is used triangulation technique, to be processed and analyzed by the technique of Gender Analysis Pathway (GAP). Where the gender engineering pathway analysis is used to analyse the policy of development programs, in this case, is a functional literacy program. The results showed that there was an increase in the empowerment of female coffee picking labours through a functional literacy program based on local wisdom. Reading, writing and counting ability can realize women have an unworthy job. The re-formulation of the learning design conducted through functional literacy programmes became the main thing for working women picking coffee in recognizing local potentials designed in accordance with local characteristics. The design of attention-learning to local potentials has become a key thing in enhancing the power of women so that it can find the resources that are based in everyday life.

Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

Efektifitas Metode Pembelajaran Field Trip Pendekatan DFC Mengembangkan Entrepreneurial Leadership Anak Petani Garam

Experience is part of an important aspect of learning, besides that it needs to be noted that the characteristics of early childhood, the main one is high curiosity supported by imagination. To be able to facilitate it all is needed to provide the right stimulus through the methods and approaches integrated in learning. The form of learning activities is also a determining factor, which is clearly all done in the principle of fun learning and that is in entrepreneurial activities. In every learning that is applied to early childhood it is important to be formed consistently both at home, school and the environment around the residence. In learning also aims at the formation of personal character that is having the soul of leadership. By having these characters, the hope is that the child can later become the successor to the generation that has been tradition in Lembung Village, Galis Subdistrict, Pamekasan Regency, namely Garam entrepreneurs. However, all of that must go through a process, if you want the right end. This study involved 15 group B students at the PKK Lembung Kindergarten, using qualitative methods with sources of data on observation, interviews and documentation. The purpose of this study is to look at the effectiveness of learning using field trip learning methods or tourism works integrated with the DFC approach to salt farmers. The field trip method integrated with the DFC approach in entrepreneurial activities has the aim that the salt farmer's children who already have entrepreneurial leadership provision have more courage, independence, skills so as to minimize failures in themselves, not easily discouraged, continue to struggle and be optimistic.

Immersive simulation and debriefing method as an active learning platform for trauma specialty educational programme

Background: The Trauma Center of Hamad Medical Corporation (HMC), Qatar, aims to develop highly skilled specialized trauma nurses. The American Trauma Society highlights the importance of specialty courses for the professional development of trauma nurses1. All HMC trauma nurses are mandated to attend the Advanced Trauma Care Nursing (ATCN) course. While, this course focuses on the trauma golden hours and the life threating injuries, there is no coverage on the daily and long term trauma specialty practices. HMC designed a trauma specialty programme and embedded the immersive simulation and debriefing method, a high fidelity simulation through case based teaching2,, 3,, 4. In this study we aim to evaluate the effectiveness of the programme design. Methods: A four day trauma specialty programme was designed in an active form of learning through case based high fidelity simulation. A skills assessment checklist and nine case based simulation scenarios were developed. A structured learning conversation and debriefing sessions were established after each scenario2,3. To assess the effectiveness of the program design, a retrospective survey was conducted for trauma nurses (n = 75) who attended the programme. Results: For the trauma specialty education programmes, the learning through immersive simulation and debriefing method is an effective, dynamic, and active form of learning (Table 1). There was a significant improvement in the competency level of the trauma nurses’ specialty skills (long term and daily basis skills) (Table 1). Conclusion: Having a trauma educational specialty programme is essential for the trauma nurses’ professional development. The immersive simulation method is an effective method for the trauma specialty educational courses, as it; improves trauma nurse's knowledge and skills, and it is an active form of education.

STRATEGI PEER LESSON DALAM MATA PEMBELAJARAN ALQURAN-HADITS

The purpose of this research are identified and analyzed the forms of learning activities that are implemented in MTs Negeri 8 Banyuwangi by the Peer Lesson learning strategy, the obstacles experienced and the solution of it. The type of research used qualitative research methods with purposive sampling technique have done in MTs Negeri 8 Banyuwangi. The Researchers use source and methode triangulations as data validity. Data analysis techniques using structured interviews, active participatory observation and documentation. The results that the Peer Lesson learning strategy is learning that focuses students as another student tutors with the step begin of preparation, implementation, and evaluation. However, some obstacles in this implementation include the lack of readiness of students to participate in learning, lack of self-confidence in students, more prominent students who are active than those who are less active, learning practices related to the duration of learning are a little less appropriate because of it longer duration compared to initial planning. And it has been found several solutions to these obstacles include suggestions for students to always read the material to be discussed, the motivation of the teacher before learning, giving students the task of making a question and summarizing the material being discussed individually, maximizing the skills and expertise possessed by the teacher.

Team Meeting 101: An Investigation of Cognitive Engagement and Self-Efficacy in a Unique Active Learning Instructional Technique

Many forms of active learning are popular in the college classroom, including case studies, role-plays, simulations, problem-based learning, and some discussion-based activities. Team Meeting 101 is an active learning technique that draws from each of these with the goal of helping students apply academic content and build transferable skills. The purpose of this paper is to explore the levels of cognitive engagement this instructional activity generates, as well as the impact it has on students’ self-efficacy. Participants (n = 167) generally indicated high levels of cognitive engagement and had positive perceptions of Team Meeting 101. Statistically significant increases in students’ (n = 124) self-efficacy were also reported in a number of transferable skills following participation in Team Meeting 101. These results suggest that Team Meeting 101 can be an effective instructional technique for educators in the recreation and leisure administration discipline, as well as associated fields like sports management and hospitality management.

Designing and implementing constructionist learning in a blended advertising photography course

This study involved designing and implementing constructionist learning in an undergraduate advertising photography course. The design and implementation involved face-to-face learning blended with a course application that provided access to online tools such as a Facebook group, Google classroom and Moodle. The first objective involved the creation of a framework to guide the design of constructionist learning in the course. The second objective involved designing learning activities with technology and implementing the learning in the course over a five-week period. The third objective involved measuring students' achievement and satisfaction. Results related of the design highlighted the centrality of students' artefact creation and of collaborative learning by doing and making. Implications for practice relate to the value of use of new and emerging technologies to engage students not only in active forms of learning but also in the production of artefacts of their learning.

A Study on Perception of Students Regarding Newer Teaching Methods in Medical Education

Introduction: Learning is a complex and multifaceted phenomenon. Research findings suggest that a deep, integrated understanding of the basic sciences is important for solving clinically relevant tasks. Evidence suggests that students today may be more engaged and learn better when there are different teaching approaches incorporated into the educational environment. Crossword Puzzle (CWP) is a form of active learning which is helpful to review and summarise concepts. Mind Map (MM) is a powerful graphic technique that can be applied to improve learning and clearer thinking. E-learning is an innovative modern technology which can support and enrich medical education. Aim: To assess the perceptions of students regarding newer teaching methods like CWPs, MMs and online resources in medical education. Materials and Methods: This was a cross sectional study conducted in the Department of Pathology for 2nd year Medical, Physiotherapy and Nursing students for a period of one year from October 2018 to September 2019. A total of 206 students participated in the study, of which 90 were MBBS students, 30 were Physiotherapy students and 86 were Nursing students. Newer teaching methods like CWPs and MMs were introduced in the classes. A feedback form was given at the end of the class and their responses were collected regarding newer methods. Perceptions of students regarding newer teaching methods were represented using descriptive statistics in frequencies and percentages. Results: Female students were more compared to male students across all the branches with 63.3% female students in MBBS, 80% in Physiotherapy and 82.6% in Nursing. 84.4% of MBBS students, 86.7% of Physiotherapy students and 97.7% of nursing students were interested in filling CWPs. 94.4% of MBBS students, 93.3% of Physiotherapy students and 100% of nursing students opined that MMs help in memory retention. 93.3% of MBBS students, 96.7% of Physiotherapy students and 91.9% of nursing students wanted newer teaching methods to be part of the curriculum. Conclusion: Educators need to constantly change their teaching methods in order to hold the attention of students. CWP’s and MM’s created interest among the students in learning subject. CWPs enhanced group interaction among peers whereas MMs helped in retaining the key points and also bringing out the creative talent.

Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process

The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue

Med-Match: An Interactive Game to Learn Medications for Clinical Practice.

Knowing medications and their use in patient care is a component of safe practice. The Med-Match game transforms learning medications from a solitary task to an interactive activity. Educational games create real-life scenarios in a safe, context-rich environment without real-world consequences. Gaming is a form of active learning; learning occurs as a result of student-to-student interaction, peer feedback, and faculty debriefing. Although this activity was initially developed for nursing students, it can also be used with new RNs being oriented to a clinical setting or as an annual review for experienced nurses.

Uma Uma proposta didática sobre o ensino de eletricidade com abordagem investigativa

Resumo: O método investigativo tem como objetivo estimular os alunos a pensar, questionar e discutir assuntos abordados em sala de aula, através de situações problema ou enigmáticas. Visando oferecer alternativas para os profissionais do ensino de Física, o presente trabalho buscou sintetizar o ensino investigativo e apresentar uma proposta didática de eletricidade com uma abordagem investigativa, de modo que os professores de Física possam se basear e introduzir o método investigativo no cotidiano de aulas regulares de Física.
 Palavras-chave: Ensino de Física. Método Investigativo. Eletricidade.

Active Learning in Architectural Education: A Participatory Design Experience (PDE) in Colombia

AbstractContemporary architecture teaching in Colombia still resembles the traditional master–apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom‐based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co‐creation of their socio‐spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student‐centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios.

The Effectiveness of Adobe Flash CS5 Learning Media on Explanatory Text Material in Public Senior High School 1 Padang Bolak

The aims of this study is to find out the effectiveness of Adobe Flash CS5 Learning Media. This research was carried out in Public Senior High School 1 Padang, Bolak 2018/2019 Academic Year. Implementation of treatment (treatment) in the form of learning activities that are tailored to the education calendar. The population of this research and development are students of Public Senior High School 1 Padang Bolak. The result of this study The effectiveness of student learning outcomes tests got an average score of 81% with the criteria of "good" before using Adobe Flash CS5 learning media on learning to write explanatory texts got an average score of 68.7% with the criteria of "enough".

Establishing a Pediatric and Adolescent Gynecology Subinternship for Medical Students.

Within the pediatric and adolescent gynecology (PAG) community, an important issue deserving of our attention is expansion of formalized PAG training opportunities for medical students. In addition to those in obstetrics and gynecology, many physicians practicing family medicine, internal medicine, and surgery provide care to young female patients. However, residency programs provide inconsistent training in addressing specific PAG health care needs and communication skills required for delivery of care to pediatric and adolescent patients; opportunities for supervised clinical experience in these areas at the medical school level therefore have great importance because they might not be offered again during some residencies. At the undergraduate medical education level, training opportunities in PAG are currently limited, with only 3 PAG subinternships in North American medical schools. In contrast, other available subinternships include 113 in maternal fetal medicine and 82 in gynecologic oncology. To address this gap in opportunities for medical students, we developed a PAG subinternship and elective for medical students, which we describe in this report. Our 4-week PAG subinternship and 2-week elective expose students to a variety of ambulatory and surgical opportunities, with formal, informal, and self-guided learning activities. In this article, we explain the process of developing the curriculum, gaining alignment from key stakeholders, obtaining formal approval for the course, and advertising the opportunity to medical students. We also provide resources and guidance for medical educators who wish to establish a PAG subinternship or elective course at their institutions.

Choosing Wisely in Pre-clinical Medical Education: a Direct Comparison of Active Learning Methods for Teaching Metabolic Liver Disease.

With the movement away from lectures and towards active learning sessions, medical school faculty must choose a format that fits the learning objectives and is achievable with available resources. Small groups bring organizational challenges including additional faculty and classrooms. Large groups are an opportunity to conduct case-based active learning exercises with fewer faculty. Our study compares the learning effectiveness of an active learning session on metabolic liver disease conducted in both the small group and large group formats. All MS1 students at University of Vermont Larner College of Medicine (LCOM) (n = 120) were randomized to participate in either the small or large group session. The same pre-learning videos and computer-based active learning module were used for all students in both session types. A post-session questionnaire was administered, and student exam performance was analyzed to evaluate each session type on the following criteria: (1) student preparedness for the session, (2) student perceptions of the session's learning effectiveness, (3) learner knowledge upon completion of the session, and (4) knowledge retention at 10days. No statistically significant differences were found between the large and small group cohorts on student perceptions of learning effectiveness or knowledge assessment, both immediate and delayed. Students assigned to the large group did choose their collaborators differently than those in the small group, tending more often to work with their friends. When organized well, a large group active learning format may be used in place of a small group without diminishing the learning effectiveness of the activity.

Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process

The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.