Learning Moments Research Articles

‘LEARNING MOMENTS’ AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM

Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members’ realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching. Keywords: conversation analysis, ethnomethodology, learning moments, membership categorization, social competence, turn-allocated categories

Tears in my eyes: From the diary of a stranded academic

COVID-19 has transformed the education sector and all stakeholders have to play their role in adapting to the sudden emerging needs. This transformation was more critical for health related disciplines as both students and faculty were at the forefront addressing the education, and clinical care needs. In this short communication, the author presents a learning moment amidst the COVID-19 pandemic. This experience made her realise the changing role of medical students and how academics also need to feel supported at tough times.

Construction of emancipatory practices with health councilors through educational workshops and concept maps.

The aim of the study was to find out how community participation occurs within the scope of professional training of municipal health councilors through educational workshops and concept maps. This is a research-action, qualitative study, developed in three municipalities belonging to the Health Region of Cuesta Pole, São Paulo, Brazil, with 28 councilors. Educational workshops and concept maps were carried out and data were analyzed according to the dialogic thematic analysis and semiotic image analysis. The discussion was supported by the Significant Learning Theory. The results showed the importance of the Primary Health Care regarding qualified listening and health promotion and prevention actions. For the participants, exercising the role of councilor means being present at meetings and representing their segment to the population. They feel important as collaborators in the creation of public policies and assistance to other governing bodies related to budgetary and fiscal control. Educational workshops and concept maps were shown to be pedagogical strategies to be worked with health councilors, as they allowed moments of learning, exchanges of experiences, interaction and creation of bonds.

Psychiatric training during covid-19 pandemic benefits from integrated practice in interprofessional teams and ecological momentary e-assessment.

During the current covid-19 pandemic, healthcare students had to stop their face-to-face attendance at medical colleges and universities. This condition has resulted in a change in how learning and assessment of psychiatric and interprofessional practice occur. The pandemic has also increased clinical mentors' need to follow their mentees' educational progress via virtual technology, including smartphone-based educational apps. The aim of the study is to propose a model in psychiatric and medical interprofessional practice e-assessment. In this study, 228 undergraduate healthcare students underwent a training period in interprofessional practice across specialties being assessed by Ecological Momentary e-Assessment (EMeA), and consisting of ongoing or before/after Interprofessional Education (IPE) learning evaluations with the assistance of an IPE-app linked to online surveys. The Goodness of Fit Test Chi-square and t-test statistics analyzed the data. Surveys during, at entry and exit points in IPE captured increased percentages of learners, specifically, reporting high patient satisfaction with interprofessional teams (c2=22.54; p<.01), learners experiencing very good quality of care when delivered by interprofessional teams (c2=30.02; p<.01) assessed by distance technology, and learners selecting less frequently peers from the same clinical background when support was needed in patient care (c2=19.84; p<.01). Contextual assessment (in the real-time and real-world scenario) of IPE learning moments via EMeA shows its value and applicability during the current covid-19 pandemic when the assessment of learning cannot occur face-to-face between learners and teachers. All healthcare students, including those on psychiatric rotations, could log in their progress, self-reflective assessments, and responses to coordinated care in interprofessional teams, without needing direct contact with their clinical tutors, and while treating patients with mental and physical illnesses, also including covid-19 positive patients.

Peak moments: A teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning

This autoethnographic article investigates peak moments in teacher education through critical analysis of memorable experiences. Practice narratives, one in prose, and another in a poem, ground the discussion about peak experiences in authentic lived experience. Informed by post-intentional phenomenological research, we describe, interpret, and reflect on the emotional texture and importance of these experiences. We argue that these heightened moments of illumination and shared insight between teacher and graduate students were generative, intensely gratifying and imbued with deep connectivity. They reflect alignment between professional practice and vocational authenticity and are important in sustaining commitment to being a teacher educator.

The use of project work in task-based language teaching

Project work is one of the main methods of increasing motivation in task-based language teaching and learning. When organizing project activities of students by a teacher, learning outcomes are improved due to interactivity. In the process of this activity, the teacher with the students finds difficult moments in learning, poses a problem that is relevant for students, thinks about connections with other objects and phenomena, and also develops a vision of the practical application of the knowledge gained, as a result of which the motivation for learning activities increases. Each task, stage of the lesson should contain a problem that students independently notice, determine, develop possible solutions to the problem, give them an assessment. Working with a project implies the ability to work with information, actively show oneself in a team, and try to become a leader. Students’ confidence in their own abilities will increase (especially among weak students), attitudes towards better study. Learning quality is enhanced when students, while working on a project, take responsibility for their own learning. In this article, we will discuss the effects of project work on the development of student motivation for further learning English, on the acquisition of universal educational actions in the process of preparing a project.

Uma análise de procedimentos metodológicos executados numa disciplina de Matemática na Pós-Graduação durante a pandemia da COVID-19

O objetivo do presente artigo é analisar se os procedimentos metodológicos usados na disciplina, ministrada no formato de Regime de Exercícios Domiciliares Especiais durante a pandemia da COVID-19, resultaram num momento de aprendizagem satisfatório para os acadêmicos. Para tanto, elencou-se os objetivos específicos de apresentar a metodologia usada na disciplina durante o período sem pandemia; discutir desafios, reflexões e ações visando sanar as inquietações geradas durante o desenvolvimento da disciplina; e identificar as impressões dos acadêmicos com relação à metodologia aplicada. O procedimento central consistiu na produção de vídeos de curta duração, usando como referencial teórico a Teoria da Carga Cognitiva, primando minimizar a carga estranha e maximizar as cargas intrínseca e relevante. Aplicou-se um questionário aberto para obter os dados. As respostas às perguntas mostraram que os resultados do método adotado foram satisfatórios, vídeos de até 15 minutos, produzidos para os momentos assíncronos, receberam uma avaliação positiva e estimuladora. Na produção desses vídeos foi necessário exercitar a capacidade de ser claro, direto e sucinto, o que normalmente não ocorre numa aula presencial. Para um vídeo explicativo de curta duração, verificou-se que os acadêmicos se sentiriam muito mais estimulados em revê-lo, contrapondo com a dificuldade de assistir a um vídeo de duas horas ou mais, visto que ainda não há uma ferramenta universal de busca num vídeo qualquer, como existe no arquivo em formato PDF, que permite procurar por palavras dentro do texto. Finalmente, questiona-se se a aula presencial será a mesma no período pós-pandemia.

Residents\u2019 identification of learning moments and subsequent reflection: impact of peers, supervisors, and patients

BackgroundThe clinical workplace offers residents many opportunities for learning. Reflection on workplace experiences drives learning and development because experiences potentially make residents reconsider existing knowledge, action repertoires and beliefs. As reflective learning in the workplace cannot be taken for granted, we aimed to gain a better insight into the process of why residents identify experiences as learning moments, and how residents reflect on these moments.MethodsThis study draws on semi-structured interviews with 33 medical residents. Interviews explored how residents identified learning moments and how they reflected on such moments, both in-action and on-action. Aiming for extensive explanations on the process of reflection, open-ended questions were used that built on and deepened residents’ answers. After interviews were transcribed verbatim, a within-case and cross-case analysis was conducted to build a general pattern of explanation.ResultsThe data analysis yielded understanding of the crucial role of the social context. Interactions with peers, supervisors, and patients drive reflection, because residents want to measure up to their peers, meet supervisors’ standards, and offer the best patient care. Conversely, quality and depth of reflection sometimes suffer, because residents prioritize patient care over learning. This urges them to seek immediate solutions or ask their peers or supervisor for advice, rather than reflectively deal with a learning moment themselves. Peer discussions potentially enhance deep reflection, while own supervisor involvement sometimes feels unsafe.DiscussionOur results adds to our understanding of the social-constructivist nature of reflection. We suggest that feelings of self-preservation during interactions with peers and supervisors in a highly demanding work environment shape reflection. Support from peers or supervisors helps residents to instantly deal with learning moments more easily, but it also makes them more dependent on others for learning. Since residents’ devotion to patient care obscures the reflection process, residents need more dedicated time to reflect. Moreover, to elaborate deeply on learning moments, a supportive and safe learning climate with peers and supervisors is recommended.

Non-conventional clinical placements and the experience of the facilitator: a phenomenology study

Purpose The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement. Design/methodology/approach This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted. Findings The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. “Being with” students (immersive engagement) enabled opportunistic and rare learning moments. Originality/value To the best of the authors’ knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement.

Transformative learning for university level students and advisors: a self study

ABSTRACT Professional practice evolves as individuals reflect and theorise about their experiences, and consider their practice in new ways. The purpose of this paper is to demonstrate how self-study can be used as an approach to interrogate the professional practice of a university advisor as they coach undergraduate students to develop meaningful resumes and job applications. Not only are the artefacts reconsidered but there is also a concurrent shift in identity and vocational persona. This paper uses the qualitative method of self-study where a practitioner provides vignettes and reflective writing to describe moments of transformative learning. These two sources of data were then evaluated using LaBoskey’s five characteristics of self-study. This research highlights how self-study supports a praxis and change in professional practice. The university advisor and undergraduate students when given the opportunity to consider their practices by looking to their motivations and assumptions it is possible to precipitate transformative learning. Self-study is an approach to an epistemology of practice that is rarely used outside the education field. However, it is an approach that has significant potential for investigating the practices in arrange of professional contexts where a praxial interrogation of the work is valued.

Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailments

This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: (1) Describing a classroom event (how it may be identified and described as a teaching and learning moment); (2) Devising a procedure for co-classifying events (introducing a typology distinguishing teaching and learning moments); (3) Repurposing decontextualized events to fit a preferred analytic model (distorting the phenomenology of events for the purpose of classifying these as teaching and learning moments). Hitherto these assumptions have obscured the phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts’ interests, but not on the actual identifying details of the setting as made available by the participants. While teaching and learning moments are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of ‘perspicuous settings’, such as classroom interactions, through which phenomena such as teaching and learning moments are made visible as collaborative accomplishments.

Designing purposeful digital learning

This paper is in response to the manuscript entitled “Designing and integrating purposeful learning in game play: a systematic review” (Ke, Educ Technol Res Dev, 64(2):219–244, 2016) The author discusses five design elements of purposeful digital learning: Knowledge Activation and Acquisition Actions, Integration of Learning Modes, New Learning Spaces, Learning Moments and Learning Supports. The application of this framework, this brief response suggests, extends beyond game–based learning to numerous challenge–based interactive learning designs such as team–based projects, collaborative problem–solving, competitions for innovative ideas, ideation–to–innovation challenges, and individual project–based learning.

Strengthening Children’s Privacy Literacy through Contextual Integrity

Researchers and policymakers advocate teaching children about digital privacy, but privacy literacy has not been theorized for children. Drawing on interviews with 30 families, including 40 children, we analyze children’s perspectives on password management in three contexts—family life, friendship, and education—and develop a new approach to privacy literacy grounded in Nissenbaum’s contextual integrity framework. Contextual integrity equates privacy with appropriate flows of information, and we show how children’s perceptions of the appropriateness of disclosing a password varied across contexts. We explain why privacy literacy should focus on norms rather than rules and discuss how adults can use learning moments to strengthen children’s privacy literacy. We argue that equipping children to make privacy-related decisions serves them better than instructing them to follow privacy-related rules.

Reinforcement Kompetensi Guru dalam Meningkatkan Kualitas Pembelajaran

This article aims to describe the reinforcement of teacher competence is a continuous thing to do in sustainability because it is about mastery of the learning process in the school. Learning is helping students gain a variety of experiences, so that students' behavior increases, both quantity and quality. The experience includes knowledge, skills and values or norms that serve as controlling attitudes and behaviors. Learning is done by setting up a variety of interactions that exist in and around learning moments that include effective learning elements that influence student success. Good learning according to the Gestalt tradition, which is an attempt to give the subject matter in such a way that students more easily organize it (organize it) into a meaningful pattern.

A CONSTRUÇÃO DE SIGNIFICADOS SOBRE A CONDENSAÇÃO DA ÁGUA COM ALUNOS DO 1.º CICLO DO ENSINO BÁSICO

Este artigo descreve e interpreta o processo de construção de significados científicos sobre a condensação da água, promovido numa turma do 4.º ano de escolaridade, com uma média de idades de 9,4 anos. Ele resulta de uma intervenção pedagógica mais ampla, que incorporou uma abordagem de ensino das ciências baseada na experimentação e investigação. Através da análise do diário de aula, apresenta as conceções iniciais dos alunos sobre o tema em estudo, os processos científicos por eles utilizados nos contextos de condensação criados por um copo de vidro com água e gelo e pelo bafejar para um espelho e identifica momentos de aprendizagem particularmente importantes no desenvolvimento da compreensão da condensação da água, promovidos naqueles contextos. Por fim, apresenta também os resultados da avaliação das aprendizagens dos alunos e tece algumas considerações sobre as implicações para a prática dos professores e para os processos de formação.

Facilitating educational experiences in a paediatric handover: A qualitative case study.

Handovers have been established as a valuable educational tool; nevertheless, a paucity of literature exists evaluating contributors to the educational experience. Our study aimed to investigate participants' educational experiences based on a paediatric handover, and the facilitators and barriers towards teaching and learning during this process. A case study was conducted using semi-structured interviews. Data were collected exploring participants' perspectives of their educational experiences within a handover. An inductive, thematic content analysis was performed to identify key themes, assisted by nVivo software. Four key themes contributing to the educational experience within a handover were identified related to the organisation of a handover, team dynamics, teaching and learning moments and tensions between the clinical tasks and education. A model is proposed aimed at optimising education within this context. Our study identified contributing factors towards the educational experiences at handovers and provides strategies to optimise these.

DENSIDADE E FORÇA DE EMPUXO: IMAGINAÇÃO E PRODUÇÃO DE UM RECURSO DIDÁTICO

Neste artigo, apresentamos uma pesquisa (auto)formativa biográfica sobre o papel da imaginação na atividade de uma professora, durante a produção de um recurso didático, para ensinar os conceitos de densidade e força de empuxo. A partir do texto de campo, descrevendo a motivação inicial e o processo de criação, realizamos o processo analítico-interpretativo, inspirados na pesquisa narrativa, para elaborar a biografia do percurso de produção do recurso. A biografia contém a interpretação do processo por meio da explicitação dos princípios orientadores do percurso de produção do recurso didático. Concluímos que a produção do recurso e, especialmente, a reflexão sobre o processo de sua produção, são momentos de aprendizagem e de formação para o professor, pelas possibilidades de teorizar sobre os problemas, equacioná-los e propor-lhes soluções práticas. Essa narrativa tem potencial de contribuir com a área de educação em ciências, inspirando a criação de novos materiais didáticos, de outras pesquisas sobre os percursos de produção, fortalecendo espaços de compartilhamento de biografias de professores que valorizam a personalização do ensino.

Making deep neural networks right for the right scientific reasons by interacting with their explanations

Deep neural networks have demonstrated excellent performances in many real-world applications. Unfortunately, they may show Clever Hans-like behaviour (making use of confounding factors within datasets) to achieve high performance. In this work we introduce the novel learning setting of explanatory interactive learning and illustrate its benefits on a plant phenotyping research task. Explanatory interactive learning adds the scientist into the training loop, who interactively revises the original model by providing feedback on its explanations. Our experimental results demonstrate that explanatory interactive learning can help to avoid Clever Hans moments in machine learning and encourages (or discourages, if appropriate) trust in the underlying model.

Hand hygienization: a playing activity in care patient safety

To describe a ludic health education strategy on hand hygiene and its interface in patient safety in the hospital environment. Report of play activity with a view to health education held from March to June 2018. Participated 485 professionals from 18 units of a hospital in the west of Santa Catarina. It was developed focusing on the five moments proposed by the World Health Organization: before touching the patient, before the aseptic procedure, after risk of exposure to body fluids, after contact with the patient, after contact with the areas close to the patient. The professionals participated in the proposal experiencing moments of relaxation, learning, reciprocity and creativity. This potentiated the change in hand hygiene technique. The use of ludic provided reinforcement and apprehension of the contents worked, arousing feelings of co-responsibility.

Threshold concepts and ‘troublesome’ students: the uneasy application of threshold concepts to marginalised students

ABSTRACT For efficient and effective learning, intensive-mode programs have increasingly focused on threshold concepts – transformative, often-troublesome, moments in learning that represent the development of key knowledge. Threshold concept theory has support in the context of content-based, disciplinary domains, but questions remain about its applicability to curricula that have broader aims. This study investigated the ‘fit’ of threshold concept theory to participants, many of them previously marginalized, in an intensive Widening Participation (WP) program at a regional university in Australia. Thematic analysis of data from focus groups, comprised of students and teachers respectively, revealed that participants perceived not only the development of key conceptual knowledge as integral to learning, but that they also recognized that acculturation, metacognition, and affective attributes were important for success. This finding suggests that a narrow focus on academic knowledge – (both content- and skills-related) – is inadequate in programs that aim to include previously marginalized students in higher education.