Learning Resources Research Articles

“It feels like a parallel universe.” Worldbuilding through climate action

ABSTRACT This study set out to explore the everyday experiences of people engaged in climate action. We focus not on one specific self-defined and bounded social movement, but on individuals engaging in different forms of climate action from protest and direct action to art and social media activism. Data were drawn from focus groups and interviews with 26 UK-based climate actors to explore motivations, experiences, emotions, conflicts and successes. Participants included scientists, artists, civil servants, community organisers, media, school students and teachers. Different ways of doing and experiencing climate action were found. Drawing on literature from science fiction and game studies, we argue that these different approaches to climate action can be conceptualised as worldbuilding. Climate action as worldbuilding consists of three key features: intentionality, separation and creating new norms. We conclude that worldbuilding is an inclusive conceptualisation as it makes space for different approaches to climate action, and allows for tensions within and between climate action movements to be viewed as a resource for learning, imagining and bringing into being preferred futures together. The study demonstrates how social movement research in the context of game design can contribute to the theorisation of activism through the production of a cultural artefact.

Readiness and efforts of civics teachers in developing literacy and numeracy skills

This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings.

Implementasi Manajemen Perpustakaan untuk Meningkatkan Minat Baca Siswa

This research aims to analyze the implementation of library management in increasing students' reading interest. The method used is descriptive qualitative, with data collection techniques through observation, interviews and documentation. The research results show that library management includes several strategic steps. First, library planning focuses on creating an environment that supports learning and is fun for students. Second, organizing involves librarians and technical teams working synergistically to ensure library services run efficiently and effectively. Third, regular evaluations are carried out to ensure the library functions optimally as a learning resource center. This evaluation aims to identify areas that require improvement and innovation, so that the library continues to develop according to user needs. Library services to increase interest in reading include providing interesting reading materials, active promotions, book lending competitions, study tours, awards for active borrowers, reading records, and receiving suggestions for improvement.

Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers-ADEE Special-Interest Group Report.

This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes. This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.

Deep learning method to automatically diagnose periodontal bone loss and periodontitis stage in dental panoramic radiograph.

Artificial intelligence (AI) could be used as an automatically diagnosis method for dental disease due to its accuracy and efficiency. This research proposed a novel convolutional neural network (CNN)-based deep learning (DL) ensemble model for tooth position detection, tooth outline segmentation, tooth tissue segmentation, periodontal bone loss and periodontitis stage prediction using dental panoramic radiographs. The dental panoramic radiographs of 320 patients during the period January 2020 to December 2023 were collected in our dataset. All images were de-identified without private information. In total, 8462 teeth were included. The algorithms that DL ensemble model adopted include YOLOv8, Mask R-CNN, and TransUNet. The prediction results of DL method were compared with diagnosis of periodontists. The periodontal bone loss degree deviation between the DL method and ground truth drawn by the three periodontists was 5.28%. The overall PCC value of the DL method and the periodontists' diagnoses was 0.832 (P <​ 0.001). ​The ICC value was 0.806 (P <​ 0.001). The total diagnostic accuracy of the DL method was 89.45%. The proposed DL ensemble model in this study shows high accuracy and efficiency in radiographic detection and a valuable adjunct to periodontal diagnosis. The method has strong potential to enhance clinical professional performance and build more efficient dental health services. The DL method not only could help dentists for rapid and accurate auxiliary diagnosis and prevent medical negligence, but also could be used as a useful learning resource for inexperienced dentists and dental students.

Enhancing high school human evolution education: Harnessing “sapiens: a brief history of humankind” as an effective learning resource

Understanding human evolution can be challenging for students and may lead to misconceptions, often stemming from the learning materials employed. Current learning resources commonly include textbooks, images, and the internet. The popular science book "Sapiens: A Brief History of Humankind" offers potential as an educational tool for teaching human evolution. This study aims to assess the suitability of "Sapiens" for high school Biology education and its potential as a resource for teaching human evolution in senior high school. Employing a qualitative descriptive method with a content analysis approach, data is gathered through documentation techniques. Primary data is derived from the documentation and content analysis of "Sapiens: A Brief History of Humankind." Data analysis follows the model proposed by Miles and Huberman (1983), encompassing data reduction, presentation, and conclusion drawing. The findings indicate that the book effectively addresses 7 out of 9 (77.78%) sub-topics of human evolution commonly taught in high school Biology. Importantly, the book replaces outdated terms like Pithecantropus and Megantropus paleojavanicus, found in traditional textbooks. Moreover, the book fulfills the five criteria for selecting learning resources as outlined by Djohar (1987). Consequently, "Sapiens" can serve as a valuable learning resource for high school Biology, particularly regarding the study of human evolution.

Tarakan city's marine potential as a teaching material for marine biology: A systematic literature review

This is a Systematic Literature Review (SLR) research that aims to identify the marine potential of Tarakan City which can be used as teaching material in Marine Biology courses. Search using the Publish or Perish 8 application by analyzing articles indexed by Google Scholar and Crossref. After carrying out the process of identification, screening, eligibility, and inclusion, a total of 9 articles were obtained, consisting of 6 Google Scholar articles and 3 Crossref articles. The entire article was analyzed for its suitability with the material content in the marine biology semester learning plan (RPS). Findings of this study show that the marine biota of Tarakan City that can be used as teaching materials for marine biology are seaweed, Signus Jjavus fish, Harpadon nehereus, Ilisha elongate, Protista, and Mangroves Research locations at Amal Beach, Binalatung Beach, Mamburungan, Juata waters, Juata Laut waters, KKMB Tarakan City, and Sadau Island, Indonesia. These articles can be used as teaching material for marine biology regarding the geographical conditions of Indonesian seas, marine animals, marine plants, marine biogeochemical cycles, marine primary productivity, coastal biota, mangrove biota, and research methods for plankton, benthos, and nekton. This research contributes to the planning and preparing of marine biology learning resources based on local potential.

First Ink: the development of a magazine of exemplary academic writing ‘by students, for students’

Exemplars of student work can help demystify the critical, rhetorical, and linguistic expectations that underpin academic writing. Marking criteria, no matter how plainly expressed, are necessarily abstract and so may seem remote—even opaque—to our students. Seeing ‘critical thinking’, ‘breadth of research’, or ‘clear expression’ exemplified in a piece of student writing can make the conceptual concrete. Certainly, research attests to the power of student exemplars in making tacit knowledge about academic writing visible and making disciplinary notions of quality clear (see, for instance, Handley and Williams, 2011; Hendry, Bromberger and Armstrong, 2012; Wingate, 2015; To and Carless, 2016). This paper began by tracing the conceptual evolution of First Ink from its origins in an internal proposal paper in 2014 to the idea of a website that combines the engaging properties of a student magazine with the educational benefits of a learning resource. First Ink 2024 offers a range of first-class undergraduate writing across different genres in the Arts and Humanities. The magazine invites readers to discover the stories behind the writing through author interviews, essay commentaries, podcasts, lecturer advice, and other resources that shed light on the craft of good writing—what it looks like on the page, what inspired it, and how it was put together. Following an account of how the magazine was developed by a staff-student team in the summers of 2022 and 2023, the presentation reflected on several issues related to co-creation, exemplar selection, student engagement, the representation of diverse voices, funding, and sustainability.

Crossing the frontier from oral to written translanguaging for epistemic access in natural science

Background: South Africa’s Language-in-Education Policy (LiEP) provides for bi/multilingual education, but schools are only supported to choose monolingual English language policies from Grade 4 and ignore the learners’ home language or languages as resources for learning. Many teachers translanguage orally, using the learners’ home language and English to make learning more meaningful but seldom extend this to written translanguaging.Objectives: Research was conducted to document the process and effects of a teacher development project, translanguaging-for-learning (L4L) which supported teachers in developing translanguaging pedagogies to improve learner access to the curriculum and to develop academic bi-literacy.Method: This article focuses on the development of one senior phase (Grades 7–9) natural science teacher who participated in the L4L project. Data were collected following an ethnographic approach in workshops and classrooms through observation, interviews, photos, videos, and learners’ workbooks.Results: The research illustrates how with workshop engagement, mentoring support and the provision of multilingual dictionaries, a teacher’s bi/multilingual languaging skills were legitimised and mobilised to engage learners in knowledge construction, both orally and in writing. Classroom interaction shifted from being teacher-led to being more learner-centred and bilingual, providing opportunities for biliteracy, and identity affirmation.Conclusion: The findings illustrate improved learning opportunities through planned, systematic translanguaging pedagogies.Contribution: The research suggests a model for bi/multilingual education and teacher development that recognises African languages as important resources for learning to further linguistic equity, access, and social justice.

Pengembangan Integrasi Bangun Ruang Prisma Berbasis Etnomatika Terhadap Rumah Adat Joglo dengan Kemampuan Visualisasi Spacial pada Siswa Kelas V Sekolah Dasar

The background that prompted this research was the existence of factors in students' learning difficulties in understanding mathematics, especially in geometric material. The aim of the research is to determine the development stage and feasibility of integrating ethnomathematics-based prism spatial construction into Joglo traditional houses with spatial visualization abilities in fifth grade elementary school students. The research in this thesis uses Research and Development research using the ADDIE model. It can be concluded that the Omahku media based on ethnomathematics with visual spatial capabilities is a media that is suitable for use as a learning medium and of course can also be an alternative media used by teachers in mathematics lessons regarding spatial construction material. Based on the results of this research, the resulting learning media can provide suggestions that can be an alternative for teachers in learning, especially in building materials and can be combined with other learning resources.

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

درجة استخدام مصادر التعلم الرقمية في تحسين التعلم الذاتي لدى طلبة قسم وسائل وتكنولوجيا التعليم بكلية الشرق العربي للدراسات العليا

The study aimed to determine the degree of using digital learning resources to improve self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study employed the descriptive survey method, by applying a questionnaire to a simple random sample consisting of (43) male and female students from the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study's objectives focused on answering the following questions: What is the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? The study results showed that the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high, and the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high as well. Moreover, the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was very high. The research project concluded with a set of recommendations and research proposals that had an impact on enhancing the results reached by the research project and were expected to be a source of benefit in the field of specialization according to the topics addressed by the research project and related to digital learning resources, self-learning, and scientific research.

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

From research to resources: developing a case-based learning curriculum for navigating clinical uncertainty

Purpose This study aimed at rethinking ways in which educators from different fields can collaborate to respond to the rapidly evolving demands of health professions education (HPE). The goal was to investigate how a research-to-resources approach can be applied to engage in knowledge translation (KT) of research findings for the benefit of introducing medical students to uncertainty in the clinical learning environment. Design/methodology/approach An interdisciplinary team of medical educators, human resource development (HRD) scholars and emergency medicine fellows engaged in iterative cycles of action research (AR) to develop, pilot and refine case-based learning resources on clinical uncertainty. The team leveraged prior research on physicians’ decision-making during COVID-19, experimented with generative AI tools, and collected feedback from medical students to guide resource development. Findings The findings of this study are twofold. On the one hand, the authors reflect on the lessons learned of developing case-based learning with the help of generative AI. While student feedback indicated that the case helped normalize and process experiences with uncertainty, key challenges included adapting research data to create relevant, sustainable learning resources and designing effective discussion prompts. On the other hand, the authors provide insights into the opportunities and challenges of our interdisciplinary collaboration. The authors show that knowledge utilization is not simple, but complex, and that more work needs to be done to effectively disseminate resources as part of the desired uncertainty curriculum. Practical implications This study attempts to apply a KT framework for bridging the research-practice gap in HPE through interdisciplinary collaboration and AR. It provides lessons learned for developing case-based curricula on complex topics like uncertainty. The findings highlight the need for adaptive KT processes when dealing with rapidly evolving healthcare contexts. Originality/value This paper offers a novel example of research-to-resource KT in medical education, integrating perspectives from HRD and leveraging emerging technologies. It contributes to understanding how interdisciplinary teams can collaborate to create timely, evidence-based educational resources for navigating uncertainty in professional practice. The study also provides insights into the challenges and opportunities of translating complex research findings into practical learning tools to tackle real-world challenges in HPE.

Pengaruh Pembelajaran Berbasis Kasus dan Dukungan Teknologi Terhadap Hasil Belajar Mahasiswa Administrasi Perkantoran

Learning is the process of interaction between students, educators, and learning resources within a learning environment. Technology support refers to the use of technology or digital platforms that can help facilitate learning, while learning outcomes are the achievements that students attain after participating in learning activities. The aim of this study is to examine the influence of case-based learning and technology support on students' learning outcomes. This research employs a quantitative approach with a survey method, and the data are analyzed using SPSS. The results indicate that case-based learning does not have a strong influence on students' learning outcomes; however, technology support has a strong influence on learning outcomes. Nevertheless, technology support does not have a strong influence on the success of case-based learning.

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

Scalable Synaptic Transistor Memory from Solution-Processed Carbon Nanotubes for High-Speed Neuromorphic Data Processing.

Neural networks as a core information processing technology in machine learning and artificial intelligence demand substantial computational resources to deal with the extensive multiply-accumulate operations. Neuromorphic computing is an emergent solution to address this problem, allowing the computation performed in memory arrays in parallel with high efficiencies conforming to the neural networks. Here, scalable synaptic transistor memories are developed from solution-sorted carbon nanotubes. The transistors exhibit a large switching ratio of over 105, a significant memory window of ≈12V arising from charge trapping, and low response delays down to tens of nanoseconds. These device characteristics endow highly stabilized reconfigurable conductance states, successful emulation of synaptic functions, and a high data processing speed. Importantly, the devices exhibit uniform characteristic metrics, e.g., with a 1.8% variation in the memory window, suggesting an industrial-scale manufacturing capability of the fabrication. Using the memories, a hardware convolution kernel is designed and parallel image processing is demonstrated at a speed of 1M bit per second per input channel. Given the efficacy of the convolution kernel, a promising prospect of the memories in implementing neuromorphic computing is envisaged. To explore the potential, large-scale convolution kernels are simulated and high-speed video processing is realized for autonomous driving.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

Innovative Paths for Talent Cultivation Models of Navigation Technology Majors in Higher Vocational Colleges under the Background of Educational Digital Transformation

The digital transformation of education has become an important opportunity for the development of higher vocational colleges, driving the reform and innovation of talent cultivation models in higher vocational colleges. Under the background of the digital transformation of education, to realize the innovation of the talent cultivation model for the navigation technology major in higher vocational colleges, efforts should be made to cultivate teachers' digital literacy, accelerate the integration of digital technology and courses, actively promote digital technologies such as virtual reality technology, and accelerate the construction of digital learning resources.

Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the K to 12 Curriculum for Sama Bajaus: A Case Study

This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.