Framework For Student Learning Research Articles

Study of STEM for Sustainability in Design Education: Framework for Student Learning and Outcomes with Design for a Disaster Project

STEM has successfully introduced an interdisciplinary education model that can be used for training students to develop skillsets for the 21st century. STEM Education for Sustainability (STEM4S) expands the scope of education to meet rapidly changing global challenges, such as climate change and SDGs by the United Nations, which require the multidisciplinary curriculum to be integrated into STEM. Design-based tasks play a significant role in STEM education by promoting students’ critical thinking and problem-solving abilities. While STEM successfully employs design, design education currently conducts subjective procedures and lacks the framework for adopting the critical-thinking process. Therefore, design education can develop students’ cognitive skills by reflecting on STEM learning experiences. This study articulates the framework for design education by investigating problem-based and project-based learning and the double-diamond diagram for innovation. The goal of this study was to apply these observations and formulate the framework for STEM4S. This study examined the framework adopted at the National Taiwan Normal University in the Department of Design, with qualitative analysis of participants and quantitative analysis of questionnaire results. Finally, the researchers discuss the research questions and future applications of this framework.

EXPANDED CROSS-DISCIPLINE IMPLEMENTATION STRATEGY OF DISCOVERY: A BIOMEDICAL ENGINEERING-THEMED EDUCATION PROGRAM BRIDGING SECONDARY AND POST-SECONDARY LEARNING

High school science, technology, engineering, and math (STEM) curricula are generally knowledge-based in methodology and focus on content delivery in preparation for post-secondary study. However, the rapid technological change at the cutting edge and the rate of global integration in STEM highlight the importance in developing a holistic critical thinking framework for student learning. In 2016, graduate students at the Institute of Biomaterials & Biomedical Engineering created Discovery, a collaborative high school educational program focused on critical thinking skill development through inquiry in the context of biomedical engineering (BME) [1]. Aligning with demonstrated evidence that inquiry-based active learning approaches are more effective in enhancing student learning than traditional teaching methods [2], evaluation in Discovery reinforces the value of a differential learning environment for high school STEM students who struggle in a knowledge-focused classroom [3,4]. In addition, the Discovery model is shown to enhance student attitudes towards STEM and post-secondary education, meanwhile providing robust opportunity for graduate trainees to develop and apply pedagogical skills through development of curriculum appropriate for university-preparatory students. Program impact provides opportunities to discuss this unique learning framework, collaborative delivery strategy, and implementation strategy of Discovery as a resource for translation to disciplines beyond BME, and institutions beyond the University of Toronto.

Learning framework using social media networks

Social media networks are being used heavily by people from different social, economic, and educational backgrounds all over the world. University, college, and high-school students constitute a main faction of social media network users. In this study, a framework for student learning using social media network environment is developed. The framework is founded in the self-determination theory (SDT). The self-determination theory is one of the important theories of motivation and personality. Its focus is geared towards both intrinsic and extrinsic motivation issues. It addresses three universal innate and psychological needs: competence, autonomy, and psychological relatedness. A person’s social environment necessitates caring for these three needs in order for the person to actualize their potential, function and grow optimally. In addition to creating the social environment that caters for students’ psychological needs, for a new framework of learning using social media to be successfully adopted by students it needs to address their cognitive, emotional and contextual interests. Towards this end, this study explores and founds the conceptual grounds of a social media learning framework. Keywords: Social media network, learning, self-determination theory, motivation, competence, autonomy, relatedness.

Enhancing the assignment: Using the Framework for student learning and assessment in a Business Law class

I n this column, I discuss my usage of three different frames of the ACRL “Framework for Information Literacy for Higher Education.” 1 I worked with knowledge practices and dispositions from three frames in a 75-minute library instruction class for the Business and Law course “Legal Environment of Business.” I used those frames to enhance simple instruction for the class, and created an assessment to complement the instruction.

Advancing the relationship between business school ranking and student learning

This commentary advances a positive relationship between a business school's ranking in the popular press and student learning by advocating market‐oriented measures of student learning. A framework for student learning is based on the Assurance of Learning mandated by the Association to Advance Collegiate Schools of Business International, requiring business schools to measure and report demonstrations of student learning as a prerequisite for successful graduates. Examples of student demonstrations of performance and their associated market‐oriented learning goals are offered to help define and position business schools for advantage in published rankings.

Disciplinary Expertise Revisited

How should students be able to think and what should they be able to do as a result of studying philosophy? What will most readily engage students in the practice of the discipline? And how do we determine the learning strengths and needs of students in order to assist them in the practice of the discipline? These are the questions taken up in this article in an attempt to explore the difference it makes and the expertise it requires to inquire into philosophy as a framework for student learning. Reflecting on his own principles and practices in teaching philosophy, the author indicates potential implications for the scholarship of teaching and learning and the place of theory within it.

Clinical education

I read with interest the article Clinical Education in a Nursing Home Setting: A Structured Framework for Student Learning (vol. 11(8), 2004, p 374). Although the article was written for physical therapy student learners, the model would be applicable to students and preceptors in other health science disciplines.

Clinical education in a nursing home setting: A structured framework for student learning

Clinical education is a vital link in the development of entry-level competence for health professional students. A need exists, however, for quality clinical education experiences for students in nursing home settings. As the population ages and the number of patients recovering from acute illness increases, student exposure to the practice of physical therapy is required in this setting. This article introduces a three-tiered clinical education model for use by physical therapy students in a nursing home setting. Clinical, administrative and research skill development are highlighted. Integration of a variety of learning experiences across this spectrum helps students preparing for work in this environment after graduation.

Information technology skills in the workplace: Implications for Bachelor of Arts degrees

<span>Changing work practices have increased demands for information technology (IT) skills within non-IT professions. Many employers want experience in desktop publishing, spreadsheets, and Internet skills, in addition to the 'traditional' areas of file management, word processing and databases. The demand for these skills was evident in our survey of Bachelor of Arts graduates with a Computing Studies major. However, whether workplace needs are being met by non-IT tertiary degrees, such as the BA, is open to investigation. Therefore this paper proposes a re-thinking of computer literacy in BA degrees to a two-tier competence. It also seeks to promote discussion and debate on the integration of advanced IT skills into higher education, with a particular emphasis on BA degrees. Barriers to effective IT integration include technical issues, lack of training and incentives for staff, students' unpredictable IT skill level on entry to tertiary education, and their access to resources. The discussion is limited to administrative and teaching careers, as these were the dominant non-IT career choices of BA graduates in our survey. However, the issues related to the integration of IT across discipline areas in higher education to satisfy the needs of the workplace are quite generic. If the IT skills demanded by employers are to be supplied, then a higher priority needs to be placed on IT skills of academic staff, and on integrating advanced IT skills across and within the teaching and learning framework for students in tertiary education.</span>