Innovative Learning Activities Research Articles

Innovative Learning Activities to Prepare Nursing Students for the Next Generation NCLEX.

The purpose of this course innovation was to introduce Next Generation NCLEX (NGN)-style questions and create supplemental cooperative learning assignments (CLAs) to enhance content mastery in a prelicensure maternity course. The course itself is divided into three modules focusing on maternal, newborn, and women's health. Three CLAs and two Canvas quizzes were developed to reinforce the course content and integrate NGN-style case studies and questions. The CLAs and quizzes aligned with the course module content. Anecdotally, students endorsed the CLAs as a positive experience, emphasizing the value of learning to set care priorities for maternity patients.

Effective drug-target affinity prediction via generative active learning

Drug-target affinity (DTA) prediction is a critical early-stage task in drug discovery. Recently, deep learning has demonstrated remarkable efficacy in DTA prediction. However, acquiring experimentally verified data for target proteins proves to be a time-consuming, labor-intensive, and costly endeavor. In this study, we introduce an innovative generative active learning method for DTA prediction, referred to as GAL-DTA. GAL-DTA comprises two modules, data augmentation and generator fine-tuning. In the data augmentation module, the algorithm uses an optimized generator to produce informative and diverse molecules, thereby enhancing training of the predictor. The generator fine-tuning module introduces Fisher's informativeness and molecule diversity as objectives and employs the Pareto ranking algorithm to compute rewards. The final generator is fine-tuned using the policy-gradient method. GAL-DTA performs data augmentation by directly generating diverse and informative data, effectively reducing annotation costs while preserving model performance. Extensive experiments on independent test sets involving four target proteins consistently demonstrated that GAL-DTA achieves superior performance, resulting in an average reduction of 8.402% in mean squared error.

Case Study of Innovative Second Language Learning Activities for Saudi Women Undergraduates Learning English

Gardner described second language (L2) instrumental motivation, where the learning goal is practical application, and Dörnyei described L2 motivation based on the learner’s vision of their future, ideal L2 self. In the Arabic-speaking Kingdom of Saudi Arabia (KSA), Vision 2030, a new countrywide strategic plan, emphasizes English mastery for business and provides new vocational avenues for women. KSA women now have instrumental L2 motivation for occupational purposes but lack models on which to base their future ideal L2 selves. While they face additional barriers to L2 acquisition due to an ineffective L2 learning environment (L2LE), and societal features that dissuade Saudis from interacting with each other in English, educational technology such as the Padlet could be used to surmount those obstacles. This case study presents an innovative, student-centered use of Padlet to teach speaking strategies (SSs) to an L2 female KSA higher education class while avoiding direct L2 dialogue and maintaining L2 motivation (n = 33). Students were provided an instructor-led lesson and offered the choice of either using the Padlet or doing a similar individual audio activity. Thirty students participated in five SS lessons, and by the third lesson, Padlet was the activity of choice, with 97%, 83% and 77%, choosing it over the audio activity for lessons three through five, respectively. Qualitative responses consistently supported that the Padlet was successful at increasing student-centered collaborative applied peer learning in this female KSA higher education classroom without requiring direct interaction in the L2, and keeping L2 motivation levels high.

Navigating the peer-to-peer workflow in non-formal education through an innovative e-learning platform: a case study of the KIDS4ALLL educational project in Hungary and Italy

The digital revolution is affecting all aspects of life, radically transforming everyday tasks and routines. The ability to cope with new challenges in life, including new forms of learning are key skills in the 21st-century, however, education systems often struggle with tackling digital inequalities. A digital learning platform developed by the KIDS4ALLL educational project, implemented in face-to-face student interactions, aims to mitigate the divide and the resulting social disadvantages among children with and without migration/ethnic minority background. Analyzing data collected during the pilot phase of the project in two of the participating countries, Italy and Hungary, this paper examines how students and teaching staff adapt to a newly introduced digital learning tool based on peer-to-peer workflows. Firstly, it examines the role of educators' interpersonal competences in navigating the innovative learning activities and delves into how they use them and how they manage resources. Secondly, the study explores what attitudes and behaviors are observed among students engaged in the proposed peer-led activities, in particular in terms of their ability to cope with uncertainty and complexity. The analytical framework of the paper is based on two cultural dimensions offered by Hofstede, the index of uncertainty avoidance (UAI) and power distance (PDI), and it utilizes the personal, social and learning-to-learn competence of the eight LLL Key Competences as defined by the European Commission to conceptualize the skills of educators and students. Interpreting data from Italy and Hungary in their respective social and educational contexts, the study finds that the most important features that proved to be effective and useful during the pilot phase were the democratic power-relations between students and educators, the peer-to-peer scheme and its further development to the peer-for-peer approach. The child-friendly and real-life-related new curriculum and its appealing digital learning platform, embedded into a flexible, playful and child-centered pedagogical approach, were also successful. These are all complementing the traditional, formal school environment and pedagogy which, despite all developments in formal education in the past decades, can be characterized as teacher-centered and frontal.

Optimizing dynamic aperture studies with active learning

Dynamic aperture is an important concept for the study of non-linear beam dynamics in circular accelerators. It describes the extent of the phase-space region where a particle's motion remains bounded over a given number of turns. Understanding the features of dynamic aperture is crucial for the design and operation of such accelerators, as it provides insights into nonlinear effects and the possibility of optimising beam lifetime. The standard approach to calculate the dynamic aperture requires numerical simulations of several initial conditions densely distributed in phase space for a sufficient number of turns to probe the time scale corresponding to machine operations. This process is very computationally intensive and practically outside the range of today's computers. In our study, we introduced a novel method to estimate dynamic aperture rapidly and accurately by utilising a Deep Neural Network model. This model was trained with simulated tracking data from the CERN Large Hadron Collider and takes into account variations in accelerator parameters such as betatron tune, chromaticity, and the strength of the Landau octupoles. To enhance its performance, we integrate the model into an innovative Active Learning framework. This framework not only enables retraining and updating of the computed model, but also facilitates efficient data generation through smart sampling. Since chaotic motion cannot be predicted, traditional tracking simulations are incorporated into the Active Learning framework to deal with the chaotic nature of some initial conditions. The results demonstrate that the use of the Active Learning framework allows faster scanning of the configuration parameters without compromising the accuracy of the dynamic aperture estimates.

VIRTUAL TOUR OF THE HOME, APARTMENT, ETC. FOR CZECH REAL ESTATE COMPANIES' CLIENTELE. INTEGRATION WITH PRIMARY EDUCATION

The article Integrating Innovative Active Learning in Elementary Schools: A Major Shift in Learning Paradigms from Theory to Practice to Enrich the Learning Journey of Elementary Students by Creating More Interactive, Engaging, and Effective Learning Environments represents This summative assessment reflects the implementation, results, and future directions of innovative activelearning strategies in primary education settings that correspond to the general theme of theoretical and methodological foundations of teaching and learning.

Integrating technologies, active methodologies, and curriculum: promoting interactivity in the teaching-learning process

This study, based on a Systematic Literature Review (SLR), sought to understand how the fusion of emerging technologies, active learning methodologies, and curriculum could optimize education. The analysis of a successful practice by a history teacher, who used Virtual Reality to engage his students in the construction of historical knowledge, was one of the highlights. The strategy of integrating innovative technologies and active learning methodologies proved promising for improving education, especially when aligned with student-centered and interdisciplinary curricula. The pandemic highlighted the flexibility of teaching, with practices such as interactive virtual classes and virtual reality simulations keeping education active in remote environments. Interactivity is crucial in the teaching-learning process, as it stimulates student engagement and broadens the understanding of concepts. In the face of constant global changes, students need to be equipped with adaptable skills and critical thinking. Therefore, the intersection between technologies, active methodologies, and curriculum creates fertile ground for a more engaging and effective education. The continuous exploration and application of these approaches will significantly contribute to the creation of an enriching and effective teaching environment.

Aplikasi Media Pembelajaran Tumbuhan Langka Indonesia menggunakan Augmented Reality berbasis Android

The absorption and understanding of grade 2 students at SDN SINDUADI 1 in learning about rare plants is still lacking, resulting in students having little or no knowledge of Indonesia's rare plants. Using smartphones as a learning medium is an example of utilizing today's technology. The use of technology in education supports teachers and students in creating creative, innovative, educational, and interactive learning activities. The aim of this research is to create learning media using augmented reality technology to increase students' absorption, understanding, and interest in learning about rare Indonesian plants. This research uses the research and development method to develop products and test their level of effectiveness. System development uses the waterfall SDLC (Software Development Life Cycle) model, including requirements analysis, modeling, implementation, testing, and maintenance stages. Data collection was done through literature study techniques, observation, and questionnaires. Application testing in this research used an alpha test by us and a beta test in the form of a questionnaire using a random sampling technique carried out by nine user samples taken from 30% of the population. The results of this research show that combining augmented reality technology with educational games can support students' absorption and understanding of learning about rare Indonesian plants. Indonesian rare plant learning media shows the feasibility of the media, getting a score of 95.6%. Based on the Likert scale test results, it was concluded that the application for learning rare Indonesian plants using AR technology was very suitable for use.

Development of Integrated Thematic Learning Based on Seesaw in Fifth-Grade Elementary School

The use of smartphones in students' daily lives causes low student motivation to learn, especially after the Covid-19 pandemic. Students prefer to use their smart phones rather than studying. This causes low student learning outcomes. Innovative learning activities that make smartphones a fun learning medium for students are needed. The Seesaw digital class can be a solution to this problem. Therefore, this study explains the validity, practicality, and effectiveness of the Seesaw digital class in fifth-grade elementary schools. This research is a development research with a 4-D model. The participants were fifth-grade students from Cluster One Baso District, Agam Regency. The data collected in this study are validity data, practicality data, and data on the effectiveness of the Seesaw digital class. The data collection instruments used were questionnaires and interview sheets. The data obtained was then analyzed in the form of quantitative calculations and descriptive analysis. This development research produced a product in the form of Seesaw-based integrated thematic learning in elementary schools. The results of product validation in the form of Seesaw-based integrated thematic learning tools show that the product is valid based on the assessment made by the validator in a very valid category. The results of teacher responses and student responses for practicality with very practical categories. The results of the effectiveness test were seen from the learning outcomes of students who also increased. This shows that Seesaw-based integrated thematic learning is suitable for use in fifth-grade elementary schools.

Escape Rooms and Collaborative Problem-Solving: Examining the Competence of Teacher Candidates

The paper discusses the use of educational escape rooms as an innovative learning activity that can engage and motivate students to master the curriculum. Traditional didactic models are no longer sufficient to equip students with the knowledge and skills needed in the real world. Therefore, competencies such as communication, collaboration, problem-solving, learning, and performance enhancement are essential.
 An educational escape room is a game created for pedagogical purposes. It involves clues, logical puzzles, and tasks that a team must solve in a limited time. The game's goal is to escape from a physical room or find a hidden object. A crucial aspect of the game is the development of soft skills.
 The paper presents the authors' own educational escape room game, which was designed to measure collaborative problem-solving competencies among students in higher education. The authors used Guttmann diagrams to analyse students' performance according to their competence level.
 The study provides insights into the methodological possibilities of using educational escape rooms to measure collaborative problem-solving competence among students in higher education. The findings have implications for the design of future educational escape room games and for the development of collaborative problem-solving skills among students in higher education.

Strengthening the Image of Islamic Schools Through the AIDA Approach: The Role of Public Relations in Engaging the Community

This research aims to reveal the strategy of public relations in building the image of Madrasah. The research was conducted at Madrasah Aliyah NU 05 Gemuh, using a qualitative approach and triangulation techniques. Data collection was carried out through interviews, observations, and field observations. Sources of informants involved school principals, public relations, teachers, and student parents. The research results show that the public relations manager's strategy in building the Madrasah image involves the "Madrasah Greets" program. This approach involves understanding the internal and external conditions of the Madrasah, which is adopted through the Aida theory. Madrasah Greeting is implemented with steps such as understanding the image of the Madrasah from the perspective of attention, public interest, desire, and action. The next step is the implementation of Madrasah consistency and, finally, the Madrasah control program. The implications of this research are the realization of quality Madrasah capable of meeting the educational needs of the community, improving the quality of public education, making Madrasah a center for innovative and creative learning activities, as well as increasing confidence in the existence of Madrasah and eliminating arguments as a second option.

PENINGKATAN REGULASI MAHASISWA PPG MELALUI AKTIVITAS PENGEMBANGAN PERANGKAT PEMBELAJARAN

The development of learning tools aims to facilitate students to design innovative learning activities by utilizing the results of analysis of problem-based, literacy and HOTS teaching materials. Project-Based Learning is aimed at improving high-level thinking skills, understanding problems and strengthening literacy. This classroom action research describes increasing the regulatory abilities of PPG students in using Project Based Learning (PjBL). This research was carried out in two cycles. The research results show that Project Based Learning (PjBL) model learning through the Learning Management System can improve the regulatory abilities of Teacher Professional Program (PPG) students. In the first cycle, the achievement of indicators of student regulatory success reached the quite good category with a percentage of 71%. In the second cycle of action, PPG students' regulatory abilities increased to the good category with a percentage achievement of 76%. It can be concluded hat self-regulation abilities to increase and be consistent, the implementation of Project Based Learning can be carried out in three cycles and reinforced with various learning topics in the Learning Management System (LMS). This effort is important with a focus on improving aspects of self-regulation capabilities, namely deepening essential questions, strengthening plans and implementation of HOTS-based projects.

Modeling living in the present: a novel learning activity about US military-connected populations and trauma

ABSTRACT Addressing trauma among US military-connected populations can be complex and layered, however, it is imperative to facilitate their wellbeing, functionality, and continued service. Shared trauma is a novel phenomenon among social workers, and may have relevance to the military context. Innovative approaches in social work are necessary to enhance provider’s awareness of addressing shared trauma. We propose an innovative learning activity that incorporates the use of the film, Top Gun: Maverick, to reveal sophisticated understandings about shared trauma among military-connected populations. Since this activity has not been formally tested, educators should assess its impact on practice with military-connected populations.

The impact of hybrid intercultural intervention sprint (HIIS) on developing intercultural competence of adult business learners in Slovenia

This paper presents research about the impact of a hybrid intercultural intervention sprint (HIIS) on the development of intercultural competencies in a group of Slovenian adult learners enrolled in a graduate-level MA business program. The study used a longitudinal design, with quantitative data collected both before N=40 and after N=36 the sprint. The HIIS consisted of innovative hybrid learning activities implemented in the form of inventive case-based learning, that took place January-February 2023. The study utilized the VALUE rubric, a survey instrument that measures attitudes, values, and knowledge related to intercultural competencies, with 14 items on a Likert scale. The longitudinal design of the study allowed for a comparison of intercultural competencies before and after the intervention. The results showed an increase in every category of intercultural competency, including attitudes (openness, curiosity), skills (communication, empathy), and knowledge (worldview and self-awareness): Attitudes increased from 30% to 41.7%, Skills increased from 22.55% to 41.7%, and Knowledge increased from 42.5% to 58.3%. This paper contributes to the existing literature on intercultural competency development and provides original insights with empirical data linked to the effectiveness of an innovative hybrid teaching approach in developing intercultural competencies in the Slovenian context.

Peran Guru Dalam Pengelolaan Kelas Terhadap Hasil Belajar Siswa di SDN 1 Kayangan Kabupaten Lombok Utara

In order for educators to develop innovative learning activities, they must have the skills and strive for their development. One of the eight basic teaching skills is variety. This study aims to find out how the teacher's ability influences variations in classroom management. The author of this study conducted research using the library method, namely reading books, articles, and relevant journals as well as data sources. The results showed that increasing student interest in learning, improving student learning outcomes, increasing student achievement, and improving student learning achievement all have a significant effect on the teacher's ability to manage the class. active involvement and motivation of student learning. Consequently, teachers should concentrate on increasing their capacity to manage classroom variation.

Kickstart in nursing home-Nursing students experiences of a model for active and collaborative learning in clinical placement.

To explore students' experiences from a pilot project testing out a model for active, collaborative learning in first-year placement at a nursing home. There is a need for innovative learning activities and projects to improve clinical education in nursing homes. Active, collaborative approaches in placement learning may enhance students learning outcome. The study had a qualitative and explorative design, in which the experiences of students participating in the pilot were investigated through paired interviews at the end of their placement. Twenty-two students participated in the study, and data from paired interviews were analysed using qualitative content analysis. COREQ reporting guidelines were used. Three themes emerged from the analysis: (1) The learning cell as facilitator for learning; (2) Discovering learning possibilities in nursing homes and (3) Applying tools and resources for learning. The model could reduce tension and anxiety while helping the students focus on learning options and use their environment more actively for learning. Working with a learning partner seems to increase student learning through common planning, feedback and reflection. The study emphasises the importance of facilitating active learning through the scaffolding structures and configuration of the students' learning space. This study indicates the potential for introducing active and collaborative pedagogical models in clinical placement. The model can promote nursing homes as a conducive learning arena for nursing students and help prepare students for a future work role in a rapidly changing health care field. The result of the research is shared and discussed with stakeholders prior to finalising the article.

Using Role-Play during Teaching Demonstrations to Practice Active Learning and Classroom Management Techniques

We designed and implemented an innovative teacher learning activity within the context of a graduate course. Course-takers created and completed a teaching demonstration and their “students” (i.e., fellow course-takers) were each assigned a specific role to play (e.g., disengaged) in order to provide the “teachers” with opportunities to practice their classroom management skills. After completing the demonstrations, the course-takers completed an assessment of their own and their colleagues’ teaching effectiveness and their attitudes toward the role-playing activity. Overall, course-takers reported that they learned valuable teaching skills and generally enjoyed the role-playing activity. Such role-playing activities can safely provide developing teachers with opportunities to practice various pedagogical strategies, while simultaneously helping them sharpen their classroom management skills.

PENGUATAN KAPASITAS GURU BERBASIS MANAJEMEN PEMBELAJARAN

Learning is a very important activity in education. Teachers must also understand and master the knowledge of learning management both inside and outside the classroom. Teachers must be able to choose and apply learning methods based on the complexity of the material and the personality of each student. This will be realized if teachers, as learning designers, have learning management competencies. The teachers at SD Negeri 6 Dobo are not yet able to manage learning effectively and efficiently. The existing teachers still have many deficiencies in teaching competencies, the implication of which is that active, innovative, creative, effective, and enjoyable learning activities have not been realized. In connection with the description above, the teacher capacity strengthening program based on learning management established as a Community Service Program of the Education Administration Study Program, Faculty of Education and Teaching Sciences, Pattimura University is an effort to produce strong teachers in realizing the expected student quality of being active, innovative, creative, effective, and enjoyable in the learning process

A longitudinal qualitative study examining the impact of Check-In, a novel learning activity on burnout for pharmacy students

IntroductionBurnout is a phenomenon that can occur in any occupation, but pharmacists may be more prone to its effects. Because of its relevance to the pharmacy profession, the University of Waterloo School of Pharmacy incorporated an active learning activity to teach pharmacy students about healthcare provider burnout. This activity, named Check-In, was launched in March 2020 and consisted of one-on-one check-ins between pharmacy students and staff. As the first learning activity of its kind, the researchers wished to investigate the ongoing impact of Check-In. MethodsThis qualitative, descriptive study was composed of telephone interviews with 13 students that partook in Check-In. These interviews were held at two different timepoints: six and 18 months post-activity. Participants were recruited until data saturation, and transcripts underwent thematic analysis. ResultsFour themes were identified from the interviews: (1) Check-In was a valuable learning activity; (2) students performed some form of checking in post-activity; (3) burnout could be recognized and defined by students; (4) Check-In’s place in the pharmacy curriculum still needs to be determined. ConclusionsCheck-In is an innovative learning activity to teach pharmacy learners about healthcare provider burnout. It can be utilized by pharmacy institutions to incorporate wellness and student mental health into curriculum.

Primary School Students' Experiences using Minecraft Education during a National Project-Based Initiative: An Irish Study.

Minecraft Education is a digital game-based learning platform that is thought to support the development of twenty-first century competencies and skills. The purpose of this study is to explore primary students' experiences of using Minecraft Education during an innovative national project-based initiative. The initiative had two phases: 1) educational episodes for teachers and students on how to use the platform and 2) a national competition that required students to re-imagine a sustainable version of their community. We used a mixed-methods design with a sample of classes taking part in the initiative. First, third to sixth class students (N = 173) completed a survey that examined: 1) learning opportunities with Minecraft Education, 2) ease of use, 3) usefulness, and 4) enjoyment. Eight focus group interviews were then conducted with a subsample of sixth class students (n = 30). Students indicated that 1) there were good opportunities for learning with Minecraft Education, particularly for creativity and collaboration, 2) the platform was easy to use and useful and, 3) using Minecraft Education was enjoyable. Thematic analysis of the qualitative data identified five themes: 'collaboration', 'opportunities for creativity', 'immersive learning environment', 'student engagement', and 'technology and digital skills'. This research highlights the value of innovative project-based learning activities with Minecraft Education for supporting student learning.