Integrated Learning Framework Research Articles

Intercultural Communication and Work Integrated Learning: A South African Perspective

Over the past decade, higher education institutions in South Africa have begun the shift towards a more structured work integrated learning framework, merging an academic component with specific industry requirements. Stemming from an ethnically diverse South African society, the South African corporate sector is made up of a group of varied individuals who bring with them specific cultural dynamics to the working environment. This paper investigates the intercultural communication sensitivity of students during their work integrated learning training, resulting in a discussion on the value for integrating intercultural education at a tertiary curricula level. The study is located at the Durban University of Technology. The study was quantitative and descriptive in nature. A total of 189 questionnaires were completed and returned by students who completed their work integrated learning (WIL) training during 2010. The intercultural sensitivity scale developed by Chen and Starosta was used in the questionnaire to measure the intercultural sensitivity level of these students during their WIL training. The results showed that the students were comfortable engaging with different cultural groups during their WIL training, students also attached a high value to the respect for cultural differences and they found the experience of interacting with people from different cultures uplifting

A Multimedia Integrated Learning Framework for Medical Education

The Sri Lanka Journal of Bio-Medical Informatics (SLJBMI) is the official journal publication of the Health Informatics Society of Sri Lanka. It is the only academic publication in Sri Lanka which focuses on the emerging field of health informatics. SLJBMI was launched in 2010 as an open access and peer reviewed e-journal. It was temporarily paused publishing since June 2015 and relaunched in 2019 with an improved reader friendly format .The mission of SLJBMI is to publish high-quality original research and other relevant publications that would contribute to the promotion of digital health and health informatics. It aspires to be the most prominent publishing spotlight related to health informatics in the region and to be the gathering platform of the renowned experts and enthusiasts worldwide.

Evaluation of entrepreneurial development coaching: changing the Teachers’ thinking and action on entrepreneurship

The purpose of this article is to provide insights into our understanding of integrated learning incorporating interactive control systems and diagnostic control systems, through a new integrative learning framework related to management control systems (MCSs). The proposed framework can be used to analyze systematically the knowledge-creating ability of a firm. The study adopts a learning perspective under qualitative research methodology. Data were collected through interviews and analyzed in terms of the proposed integrative learning framework. The study finds that senior managers of large companies in Sweden and Germany consider that management of intangible assets is crucial in enhancing dynamic capabilities related to MCSs and that different companies use different strategies to achieve it. The findings of this study would be useful to other companies that struggle to survive in a highly competitive business environment. Further, the framework developed in this study may be used as a tool to analyze systematically the knowledge-creating ability of a company. Keywords: tangible resources; intangible resources; innovation; integrative learning; management control system; dynamic capabilities (Published: 5 March 2012) Citation: Annals of Innovation & Entrepreneurship 2012, 3 : 17292 - DOI: 10.3402/aie.v3i0.17292

Can an Integrated Problem-Based Learning Framework Improve Natural Hazard Management?

Can an Integrated Problem-Based Learning Framework Improve Natural Hazard Management?

Applying A Constructivist-Developmental Practice-Based Learning Framework to the Recreation Internship Experience

The recreation internship is one of the most critical components of professional preparation education, yet educators have done little to explore the experience from a constructivist-developmental growth perspective. This article presents a practice-based learning framework that shows promise for fostering moral development among recreation undergraduates engaged in an internship experience. The internship is traditionally viewed as an opportunity for students to experience practical application of knowledge, skills, and competencies related to practice. While these outcomes are crucial for student professional development, the internship is also a fertile environment for student cognitive development, specifically in the moral domain. The Integrated Learning Framework (ILF) (Reiman & Oja, 2006) is an educational framework grounded in a constructivist-developmental tradition that promotes conceptual, ego, and moral development in young adult and adult learners. Applying the ILF, and its seven design principles, can facilitate the moral development of recreation interns needed for successful professional practice.

MBNR: Case-Based Reasoning with Local Feature Weighting by Neural Network

Our aim is to build an integrated learning framework of neural network and case-based reasoning. The main idea is that feature weights for case-based reasoning can be evaluated by neural networks. In this paper, we propose MBNR (Memory-Based Neural Reasoning), case-based reasoning with local feature weighting by neural network. In our method, the neural network guides the case-based reasoning by providing case-specific weights to the learning process. We developed a learning algorithm to train the neural network to learn the case-specific local weighting patterns for case-based reasoning. We showed the performance of our learning system using four datasets.

The transfer of educational multimedia across professional boundaries

This paper addresses issues of transferability of multimedia materials across professional boundaries. It describes certain aspects of the development of a multimedia resource for teacher education, with particular reference to the integrative learning framework in which it was embedded. It then describes the process of adapting the framework to develop a training resource for a different profession and target audience, and applying it to this new audience and context. The paper concludes with a general discussion arising out of this work, regarding those features of an integrative learning framework which may be transferable and those which are more situationally dependent.

Simulation in surgical training: educational issues and practical implications.

Surgical skills are required by a wide range of health care professionals. Tasks range from simple wound closure to highly complex diagnostic and therapeutic procedures. Technical expertise, although essential, is only one component of a complex picture. By emphasising the importance of knowledge and attitudes, this article aims to locate the acquisition of surgical skills within a wider educational framework. Simulators can provide safe, realistic learning environments for repeated practice, underpinned by feedback and objective metrics of performance. Using a simple classification of simulators into model-based, computer-based or hybrid, this paper summarises the current state of the art and describes recent technological developments. Advances in computing have led to the establishment of precision placement and simple manipulation simulators within health care education, while complex manipulation and integrated procedure simulators are still in the development phase. Tension often exists between the design and evaluation of surgical simulations. A lack of high quality published data is compounded by the difficulties of conducting longitudinal studies in such a fast-moving field. The implications of this tension are discussed. The emphasis is now shifting from the technology of simulation towards partnership with education and clinical practice. This highlights the need for an integrated learning framework, where knowledge can be acquired alongside technical skills and not in isolation from them. Recent work on situated learning underlines the potential for simulation to feed into and enrich everyday clinical practice.

You've Got to Be Taught

ABSTRACT The Council on Social Work Education's Handbook on Accreditation and Procedures (1991) reiterates the council's previous mandate for incorporation of knowledge of racial, ethnic, and cultural diversity throughout both the undergraduate and graduate social work curriculum. This article presents an integrative cognitive and affective learning framework for multicultural social work education. The model encourages students' addressing the significance of their racial, ethnic, and cultural heritage and emphasizes the effects of this education and enrichment in developing an ethnic-sensitive social work practice.