Creation Of Learning Resources Research Articles

Audio Visual Material for Safety Briefing Learning for Students in School Laboratories

This study aims to explore the perceptions of students and teachers regarding the effectiveness of audio-visual teaching materials in enhancing the understanding of occupational health and safety in school laboratories. The study employs a qualitative approach, utilizing descriptive methods to gather and analyze data. The research was carried out at Al-Ittihad Cianjur Vocational School, a technical and vocational education institution. The informants for this research were the Head of the Laboratory Program, the Person in Charge of the Laboratory, the School Principal, 7 teachers who taught in the laboratory, and 100 students. Data were collected through various techniques, including observations, document analysis, interviews, and focus group discussions (FGDs). To determine the level of reliability or trustworthiness of data, this research uses credibility, transferability, dependability, and confirmability. The data analysis technique uses qualitative data which includes stages of data reduction, data presentation, and conclusion. The research results concluded that the provision of audio-visual teaching materials in the form of videos was very good and had a positive impact on learning. The students have quite good attitudes when carrying out learning activities, especially regarding their work safety in the laboratory. These findings also provide awareness about the importance of increasing digital competence so that teachers can be more creative and innovative in creating learning resources.

Enhancing E-learning in the Clinical Sciences Phase of the Medical Programme

The COVID-19 pandemic served to catalyse and enhance the digital transformation of the clinical medical curriculum at the International Medical University (IMU). This transformation was implemented in three stages; Stage 1: enhancement of the learning management system (LMS), including development of lesson plans and review of learning resources; Stage 2: quality assessment of lesson plans; and Stage 3: curation and creation of learning resources. This systematically implemented transformation received encouraging feedback from students.

Science Textbook Based on Merdeka Belajar Curriculum: Integration of Learning Implementation for Critical Thinking Skills

Merdeka Belajar Curriculum is implemented with the aim of training students' independence in thinking. Textbooks are an important part of creating learning resources. Through textbooks, teachers will find it easier to carry out learning and students will be more helped and easier to learn. The aim of this research was to examine science textbooks integrated with critical thinking skills that were practically applied to support the Merdeka Belajar Curriculum in junior high schools. This type of research used educational design research-based development, the intervention developed was a textbook that must meet the criteria of being valid, practical and effective. The research design used was 4-D, namely Define, Design, Develop, and Disseminate. Determining the sample in this research used purposive sampling. Subject selection was carried out to provide the required data and information. The samples for this research were students in class VIII junior high school at the Besuki Ex-Karisidenan. The time for conducting research was planned in Odd Semester 2023/2024. The percentage results during the three meetings, the average implementation of the integration of learning for critical thinking skills using the science textbook in the Merdeka Belajar Curriculum was 0.93. The process of training students to think critically was needed in the learning process so that students can face and answer the challenges of the future. The ability to solve problems required the ability to think critically in looking for alternative ways to find solutions.

The Role of The Teacher in Increasing Students' Interest in Study of Social Sciences at The State Middle High School 2 Tondano

The purpose of this study is to learn about the teacher's attempts to increase student learning interest in social studies courses at The State Middle High School 2 Tondano. The approach employed is qualitative, with the major data gathering tools being observation, documentation, and interviews. Purposive sampling was used to choose the research sample, and the social studies instructor was chosen as the study informant. The data analysis method employed is qualitative analysis with three stages: data reduction, data presentation, and verification or conclusion. The findings of this study: (1) IPS topic instructors at The State Middle High School 2 Tondano have focused on preparations to boost students' enthusiasm in learning Social Studies, such as creating lesson plans, developing acceptable learning objectives, creating learning resources, and defining relevant learning models. (2) The State Middle High School 2 Tondano teachers have made positive efforts to develop students' interest in learning social studies by doing things like: creating a good learning atmosphere, providing motivation, developing student creativity, providing opportunities to submit creative ideas, providing guidance, providing a good learning environment, and rewarding students. Everything is done to pique students' interest in social studies education.

Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study

Purpose Applying effective learning strategies to address knowledge gaps is a critical skill for lifelong learning, yet prior studies demonstrate that medical students use ineffective study habits. Methods To address this issue, the authors created and integrated study resources aligned with evidence-based learning strategies into a medical school course. Pre-/post-course surveys measured changes in students’ knowledge and use of evidence-based learning strategies. Eleven in-depth interviews subsequently explored the impact of the learning resources on students’ study habits. Results Of 139 students, 43 and 66 completed the pre- and post-course surveys, respectively. Students’ knowledge of evidence-based learning strategies was unchanged; however, median time spent using flashcards (15% to 50%, p < .001) and questions (10% to 20%, p = .0067) increased while time spent creating lecture notes (20% to 0%, p = .003) and re-reading notes (10% to 0%, p = .009) decreased. In interviews, students described four ways their habits changed: increased use of active learning techniques, decreased time spent creating learning resources, reviewing content multiple times throughout the course, and increased use of study techniques synthesizing course content. Conclusion Incorporating evidence-based study resources into the course increased students’ use of effective learning techniques, suggesting this may be more effective than simply teaching about evidence-based learning.

Junior High School Teachers’ Competence in Developing 2013 Curriculum Learning Materials

Due to technological advancements, educators must choose effective teaching materials that meet students' developmental needs. The purpose of this study is to evaluate teachers' capacity to create instructional materials for the 2013 curriculum at SMP IT Raudlatul Jannah Gayo Lues in Aceh. This study employs a qualitative methodology and a descriptive study design. Data gathering methods include observation, interviews, and documentation studies. After data analysis using data reduction techniques, conclusions are drawn by presenting the data. After passing a triangulation methodology test to ensure that the findings (research data) matched at least three different methods and data sources, the data was deemed genuine (informants). The study's findings revealed that: (1) the teacher's ability to plan a productive week by keeping track of the academic calendar; (2) the teacher's ability to put together an annual program (prota) in accordance with the curriculum and instructional materials; (3) the teacher's ability to set up semester programs in accordance with efficient study hours to meet the completion goals for each basic competency (KD) subject; and (4) the teacher's ability to create lesson plans (RPP). As a result, it was determined that the ability of the teachers at Raudlatul Jannah Gayo Lues Middle School to create learning resources was effective and good in accordance with the school's vision, mission, and goals.

Assessing the Quality of Student-Generated Content at Scale: A Comparative Analysis of Peer-Review Models

Engaging students in creating learning resources has demonstrated pedagogical benefits. However, to effectively utilize a repository of student-generated content (SGC), a selection process is needed to separate high- from low-quality resources as some of the resources created by students can be ineffective, inappropriate, or incorrect. A common and scalable approach is to use a peer-review process where students are asked to assess the quality of resources authored by their peers. Given that judgments of students, as experts-in-training, cannot wholly be relied upon, a redundancy-based method is widely employed where the same assessment task is given to multiple students. However, this approach introduces a new challenge, referred to as the consensus problem: How can we assign a final quality to a resource given ratings by multiple students? To address this challenge, we investigate the predictive performance of 18 inference models across five well-established categories of consensus approaches for inferring the quality of SGC at scale. The analysis is based on the engagement of 2141 undergraduate students across five courses in creating 12 803 resources and 77 297 peer reviews. Results indicate that the quality of reviews is quite diverse, and students tend to overrate. Consequently, simple statistics such as mean and median fail to identify poor-quality resources. Findings further suggest that incorporating advanced probabilistic and text analysis methods to infer the reviewers' reliability and reviews' quality improves performance; however, there is still an evident need for instructor oversight and training of students to write compelling and reliable reviews.

Designing a framework to improve critical reflection writing in teacher education using action research

ABSTRACT Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students’ attempts at writing critical reflections often lack discursive depth when connecting theory to practice. However, teaching academics may also need to develop conceptual knowledge of critical reflection as a genre of writing to better inform teaching practices. This paper reports on a small-scale action research project which draws on a cohort of student voices to guide the creation of learning resources focused on critical reflection writing. Narrative frame style surveys and focus group discussions were used to explore students’ understanding of reflection, critical reflection, and ways learning resources assist development of critical reflection writing abilities The students’ responses informed the development of targeted learning resources to support critical reflection writing, and to raise their conceptual knowledge of critical reflection that may inform effective teaching practices. An implication from this study is the need to explore further ways to embed critical reflection discourse throughout teacher education so both teaching academics and studentsdevelop a common understanding of this important concept and its role in teacher education.

Supporting peer evaluation of student-generated content: a study of three approaches

Engaging students in the creation of learning resources is an effective way of developing a repository of revision items. However, a selection process is needed to separate high- from low-quality resources as some of the materials created by students can be ineffective, inappropriate or incorrect. In this study, we share our experiences and findings in incorporating three approaches for peer evaluation of student-generated content, using an educational technology called RiPPLE which supports learner sourcing of study materials. All approaches asked students to score peer-developed resources, rate their confidence in that judgment and to provide written feedback or justification of their evaluation to the resource’s author. The first approach provided no guidance to scoring. The second supplied a simple instructor-developed rubric for scoring. The third utilised a simple data-informed rubric incorporating criteria derived from thematic analysis of students’ comments provided in the first two conditions. The analysis of 8,213 evaluations of student-generated content from 813 students shows that the data-informed rubric produced more rigorous evaluations, higher agreement in scores but lower student confidence in the accuracy of their assessments. The analysis of comments shows that students went beyond the criteria supplied in the rubrics and applied their own understanding of resource quality.

Lower secondary school students’ scientific literacy and their proficiency in identifying and appraising health claims in news media: a secondary analysis using large-scale survey data

ObjectivesScientific literacy is assumed necessary for appraising the reliability of health claims. Using a national science achievement test, we explored whether students located at the lower quartile on the latent...

Learning Attitudes and Resistance to Learning Language in Engineering Students

This paper a part of a larger study on the effects of blended learning, it describes classroom experiences from a teacher and learner and details the action research on 250 students who were administered a course on Communication Skills &amp; Personality Development to the Third Year Engineering Students at HITS Chennai, India. The regular parameters of conducting a course such as {a} attendance, {b} performance based results {c} on time submission of tasks and {d}engaging them in class activities became more challenging to the researcher because of the attitude that the scholars presented towards language learning. This ranges from non-acceptance of any new format of teaching, unwillingness to put in extra effort, inhibition stemming from the perception of their peers. To that end the teaching method and assessment were developed that included constructivism, social constructivism and problem-based learning as pedagogy. The programme designed also integrated flipped learning, peer and self-reviews, consistent marking structures based on the Vygotsky Activity Theory. The results confirm initial and strong resistance towards the methodology, lack of physical, emotional and mental input, initial fear and shyness towards the perception of others. Post the initial block what followed was an environment of support, continuous motivation that stemmed from their own activity and creation of learning resources by the scholars.

Flipped classroom or an active lecture?

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc.

A suggested framework and guidelines for learning GIS in interdisciplinary research

Interdisciplinary research with geographic information systems (GIS) can be rewarding as researchers from different disciplines have the opportunity to create something novel. GIS, though, is known to be difficult to use and learn. It is imperative for its successful use in projects that those who need to use GIS are able to learn it quickly and easily. To better support interdisciplinary research with GIS, it is necessary to understand what researchers with interdisciplinary experience wanted to use it for and how they learned it. The aim would be to advise geography educators on creating learning resources that could compliment or supplement existing learning approaches used by interdisciplinary researchers to improve the learning experience and uptake of GIS. This article explores the results from an online survey and interviews conducted between July 2014 and August 2015 with participants from the UK, the US and Europe on how interdisciplinary researchers learned GIS and which resources and platforms were utilised. Guidelines and a framework are presented, modifying the Technological Pedagogical and Content Knowledge framework, incorporating informal and context‐based learning and GIS concepts from the Geographic Information Science and Technology Body of Knowledge. Findings show that interdisciplinary researchers want to use GIS to capture, analyse and visualise information; they largely use informal learning approaches (e.g. internet searches, watching a video, ask a more experienced person); and they predominantly use ArcGIS, QGIS and web GIS platforms. Future work suggests resources use contextually relevant learning activities and bear in mind nuances of disciplinary language.

Micro flip teaching ‒ An innovative model to promote the active involvement of students

The use of the flip teaching methodology, a new trend in educational innovation, has had a significant impact. It has led to the creation of spaces that provide online video for use in the classroom while also encouraging the active participation of students. However, the implementation of this methodology can be problematic in the classroom. A new micro flip teaching module has been designed and implemented to resolve these issues.The main objectives of this research were to measure the impact of learning, to determine the degree to which students are involved in the process through the creation of learning resources and to measure how participating students view their experience of micro flip teaching. This model incorporates answers to issues that currently pose a barrier, such as link activity or the major effort that would be required to change an entire course design.The results show that the micro flip teaching model has a direct impact on student learning. The study offers proof that the model is not in any way subject-dependent nor does it require a great effort for students to adapt. Student perception of the usefulness of the model is based more on the methodology itself than on either course content or the teachers participating in the experience.

Labor development strategy in the bag industry

The research aims to formulate strategies for improving the labor competencies in the bag industry in Kudus Regency. The data comprise business players, which will be analyzed using the Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis. The results reveal that the proper strategy for improving employment in the bag industry is growth and build strategy. Growth and development strategy are intensive actions undertaken through the development of labor competencies to improve the quality of output. It can be made with creating learning resources by designing methods and trainings refer to the Competency Based Training (CBT).

Difficulties in adapting feedback for individual learning styles in the Arabic Teacher Assisting and Subject Adaptive Material (TASAM) system

Creating educational systems that effectively meet the learning needs of different individuals is not without challenges, however. The TASAM (Teacher Assisting and Subject Adaptive Material) system attempts to meet this objective by taking an Arabic version of Felder-Silverman's learning styles as the foundation for creating learning resources and tailoring the teaching process for individual students. This paper aims to explore ways in which to evaluate the efficiency of adaptive learning systems, as well as to explore specific obstacles faced in adapting feedback to students' learning styles. Suggestions will subsequently be offered for possible methods of adapting feedback within the TASAM system. There are numerous ways to adapt feedback to individuals within a learning context. The findings of this study seem to demonstrate a positive correlation between adaptation of learning styles and enhanced educational outcomes.

Encountering the Creative Museum: Museographic creativeness and the bricolage of time materials

The aim of this article is to trace some lines of thinking towards a conceptualization of the uniqueness of the creative work of museums, the mode of creativeness that belongs exclusively to museums, or at least that museums are capable of by virtue of the types of materials and forms as well as activities unique to what will be referred to as museography. This is linked to the question of what it is that constitutes the uniqueness of museum work as a professional field. The article characterizes the uniqueness of museum professional knowledge primarily in terms of a mode of creativeness, or bricolage in Levi-Strauss’s sense, mediated through the museographic form, and applied to the chance assemblies of materials to generate museum-specific modes of engaging questions—across science, culture, and society—particularly through creating unique temporal arrangements, or durations, that provoke thought, learning, and engagement on museographic terms. Museography’s originality, it is argued, consists in a bricolage that works through the museum’s unique material and form to create learning resources and encounters, museographic assemblages that depart from a conception of linear time as the space of evolutionary narrative to facilitate the experience of Bergsonian durations.

The creation of interactive activity pods at a Recycling Education Centre

This paper describes the creation of interactive, educational activity pods at an education centre at a recycling depot. The project originated from a new waste management contract between Cheshire West and Chester Council and May Gurney (now Keir Waste Management), which included the provision of educational facilities. Representatives from May Gurney and the council’s waste management team approached the Faculty of Education &amp; Children’s Services looking for input into the proposed education centre to be set up in Winsford, Cheshire. An already existing module on Education for Sustainable Development was modified to enable trainee teachers on a specialist global learning route of an undergraduate programme to devise and create interactive exhibits and activities for the Centre. Although a quite unique opportunity to create learning resources about recycling issues, the process described in the paper illustrates ways in which higher education, the private sector and local authorities can co-operate effectively for mutual benefit and the benefit of learners. Trainees’ ideas also illustrated ways in which the, sometimes quite abstract, concepts of Education for Sustainable Development can be translated into engaging activities with implications at local and more global levels.

Student‐developed learning resources for the anatomical sciences (719.12)

The process of creating learning resources provides students with opportunities to explore information, create study aids, and identify learning gaps prior to an examination. We present two examples of activities for the anatomical sciences that engage students through resource building and provide formative assessment opportunities.At UIC first‐year dental students produce video narrations in the anatomy laboratory. Videos are created on instructor‐controlled devices and viewable online via a password‐protected link on a secure site. Students review videos and instructors correct inaccuracies in subsequent classes. All students and instructors can comment on videos within the secure site. Students find that the process of taking videos helps them organize their thoughts and students can better prepare for the laboratory by viewing other groups’ videos.At OUWB, first and second year medical students develop practice practical questions in histology lab. Students select and capture images from virtual histology slides and use presentation software to develop image‐based questions. The instructor compiles, corrects, and posts slides for the class. Misconceptions can be quickly identified and addressed with students prior to summative assessment. Students find these practice questions valuable and frequently approach the instructors with questions generated from the use of this resource.

Aspects of Discrimination in Employment Law: An Annotated Bibliography

A cohort of postgraduate Diploma in Human Resource Management students undertook a literature search for academic publications relating to discrimination, harassment and other associated aspects of employment law, in the academic year 2010/11. This paper presents an annotated bibliography of publications that is drawn from the student generated content.In total, 51 journal articles are presented with a brief description of approximately 200 words and associated keyword tags for each entry. This collection of student generated content has been made available under Creative Commons licensing for third party use as an open educational resource.Findings indicate that students can create learning resources independently that may then benefit the entire cohort in their assessment exercise, and further benefit may be adduced for future cohorts in the form of supportive learning materials.