Presentation Slides Research Articles

PKM KELOMPOK GURU TPQ DALAM IMPLEMENTASI STRATEGI PEMASARAN BERBASIS ONLINE DI MASA PANDEMI COVID-19

Before the Covid-19 pandemic, Indonesia's education faced two serious problems that must tackle simultaneously, namely unequal access and low quality. With the Covid-19 pandemic, education issues need more attention for all parties. We have surveyed the communities around Palmerah Village, an Al-Quran Education Park (TPQ) that the Insan Palma Sejahtera Foundation established. The TPQ was established at the request of the local community because they needed to get additional lessons outside of school hours related to reading the Koran. TPQ has ten teachers and 147 students aged six years to 12 years divided into five classes according to their competence. TPQ teacher education is a scholar of religion and a scholar of Al-Quran to teach in this school. The teaching fees of the ten teachers come from regular donations provided by residents around Palmerah Village, which the Insan Palma Sejahtera Foundation manages. To improve the competence of teachers, training to make presentation slides with animation with characters that match the learning targets of TPQ students or video clip inserts will also be provided. This is necessary so that learning takes place exciting and interactive so that students do not feel bored. The next team will provide training on the online learning process using the zoom application, which is currently the most effective intermediary medium. The group offers a paid zoom facility so that the online learning process runs smoothly

Otomind: A Text Mining Approach to Automatic Concept Mapping

Despite the linear use of PowerPoint presentation slides in classroom and lecture halls, the brain works primarily with key concepts that it links and integrates. This is a big contrast from the typical student behaviour of reading or memorizing the slides.This paper presents a new system that automatically generate a mind map based on a set of keywords and keyphrases extracted from PowerPoint presentation slides. The system takes a text mining approach and relies on a keyphrase extraction algorithm to extract the keywords and keyphrases. Survey results reflect a rising need of such application as part of educational technologies and the potential benefits are observed and discussed.

The Applied Weighted Slide Metric (AWSM) Tool: Creation of a Standard Slide Design Rubric.

Introduction: Lectures are a standard aspect across all realms of medical education. Previous studies have shown that visual design of presentation slides can affect learner outcomes. The purpose of this study was to develop a slide design rubric grounded in evidence-based, multimedia principles to enable objective evaluation of slide design. Method: Using the principles described in Mayers’ Principles of Multimedia Learning and Duarte’s Slide:ology, the authors extracted nineteen items important for slide design. We developed an online, rank-item, survey tool to identify the importance of each item among medical educators. Respondents selected which slide design principles they felt were important when attending a lecture/didactic session and ranked their relative importance. Results: We received 225 responses to the survey. When asked to specifically rank elements from most important to least important, participants gave the most weight to “readability of figures and data” and “[lack of] busy-ness of slide.” The lowest ranked elements were “transitions and animations” and “color schemes”. Using the results of the survey, including the free response, we developed a rubric with relative weighting that followed our survey data. Conclusion: With this information we have applied values to the various aspects of the rubric for a total score of 100. We hope that this rubric can be used for self-assessment or to evaluate and improve slides for educators. Future research will be focused on implementing and validating the slide design survey and ensuring it is easily usable with a high inter-rater reliability and whether self-assessment with the rubric improves presentation design and education quality.

Infusing Digital Literacy in Authentic Academic Digital Practices of English Language Teaching at Universities

Digital literacy is a critical element of multiliteracy framework required to thrive in digital era and perceived as cross-curricular competencies, yet it is not adequately addressed in English language teaching. This paper explores the traits of the authentic academic digital practices in the course outlines of English language skills conducive for digital literacy development, examines the extent to which digital literacy are infused in the authentic academic digital practices of the English courses and proposes the procedure of infusing digital literacy in the authentic academic digital practices of English language teaching. The study employs content analysis to address the data—the traits of authentic academic digital practices in fifty-five course outlines of English language skills subjects from six English Language Education and English Literature Study Programs in Jakarta and West Java. The findings recognize the traits of authentic academic digital practices in the digital academic products, such as the answers to open-/closed-ended questions, essays, presentation slides, papers, videos, podcasts, recorded audio-visual presentations, and reports diversely used across the courses. These digital academic products are used merely as the media in which English is used; only English proficiency is highlighted. The underpinning digital competencies to create the media, the media creation process and the media as digital academic products are not sufficiently addressed and measured. Digital literacy is infused in the authentic academic digital practices of English language teaching through five stages of identifying the components of digital literacies and the authentic academic digital practices and products, analysing the descriptors of digital literacies components pertaining to authentic academic digital practices and products, integrating the descriptors of digital literacies into learning outcomes, embedding digital literacies into academic products, employing authentic academic digital practices in the learning process, and assessing digital literacies as cross-curricular competencies

Edukasi Kesehatan Tentang Pencegahan Covid-19 dalam Mendukung Program Desa Tanggap Covid-19

Since the discovery of Covid-19, it has spread widely, causing a global pandemic that continues to this day. For this reason, promotive and preventive efforts are needed for the Karanganyar Village community regarding the prevention of Covid-19. This service aims to increase public knowledge about Covid-19 prevention. The target of the activity is 30 people. This community service activity was carried out using a health education, used presentation slides, leaflets, and videos. The results obtained showed that knowledge before education was 46.3 ± 8.9, and when health education was carried out, there was an increase in knowledge to 86.7 ± 9.2. From the results of the paired-t test analysis, it was found that p < 0.001, so that health education provided to the public about the prevention of Covid-19 could increase public knowledge. For practicing WHO handwashing practices correctly, 93.3% of participants were good at washing their hands. This activity needs to be carried out on an ongoing basis by the Puskesmas and Karanganyar Village governments in an effort to break the chain of transmission of Covid-19 and support the Covid-19 Response Rural Program.

Imaging Intracranial Aneurysms in the Endovascular Era: Surveillance and Posttreatment Follow-up.

While most intracranial aneurysms (IAs) remain asymptomatic over a patient's lifetime, those that rupture can cause devastating outcomes. The increased usage and quality of neuroimaging has increased detection of unruptured IAs and driven an increase in surveillance and treatment of these lesions. Standard practice is to treat incidentally discovered unruptured IAs that confer high rupture risk as well as ruptured IAs to prevent rehemorrhage. IAs are increasingly treated with coil embolization instead of microsurgical clipping; more recently, flow diversion and intrasaccular flow disruption have further expanded the versatility and utility of endovascular IA treatment. Imaging is increasingly used for posttreatment IA follow-up in the endovascular era. While cerebral angiography remains the standard for IA characterization and treatment planning, advances in CT and CT angiography and MR angiography have improved the diagnostic accuracy of noninvasive imaging for initial diagnosis and surveillance. IA features including size, dome-to-neck ratio, location, and orientation allow rupture risk stratification and determination of optimal treatment strategy and timing. The radiologist should be familiar with the imaging appearance of common IA treatment devices and the expected imaging findings following treatment. In distinction to clipping and coil embolization, flow diversion and intrasaccular flow disruption induce progressive aneurysm obliteration over months to years. Careful assessment of the device; the treated IA; adjacent brain, bone, meninges; and involved extracranial and intracranial vasculature is crucial at posttreatment follow-up imaging to confirm aneurysm obliteration and identify short-term and long-term posttreatment complications. An invited commentary by Chatterjee is available online. Online supplemental material and the slide presentation from the RSNA Annual Meeting are available for this article. ©RSNA, 2022.

John Boyd on competition and conflict

This article reprises central aspects of John Boyd’s thinking about competition and conflict, including his unwavering reliance on analogies and connections between disciplines as disparate as fighter tactics, decision theory, history, philosophy, and physics. We trace how elements of Boyd’s ideas about winning and losing have been incorporated (or neglected) in the doctrines of the U.S. military services. Given the richness of Boyd’s ideas there is much we can learn from the view of decision making underlying the Observation-Orientation-Decision-Action (OODA) loop, for which he is best known, as well as the analogical reasoning embodied in slide presentations such as his massive “Patterns of Conflict.”

Students’ and Lecturers’ Perceptions toward Interactive Multimedia in Teaching Academic Writing

Writing ability is expected to be achieved by all students because it dramatically affects academic achievement. However, some students have poor writing skills. The purpose of this study was to analyze data on student and lecturer perceptions of the use of media/multimedia in academic writing for Indonesian language courses. This type of research is development. Data collection methods in analyzing objective situations are questionnaires, interviews, and focus group discussions (FGD). The instruments used in collecting data are questionnaires and interview sheets. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The research results are that students and lecturers feel that teaching and learning academic writing in Indonesian language courses do not apply interactive multimedia. Most of the teaching sessions use PowerPoint presentation slides and course books. Furthermore, they hope to use interactive multimedia in academic learning so that the sessions will be more exciting and engaging, not dull, use animations and videos, and can be accessed anytime, anywhere.

STUDENTS’ READINESS ON THE USE OF MEDIA IN LEARNING PROCESS

In this era, English plays an important role in opening access to education and career. Regarding the significance, universities in Indonesia not only include English subjects in the curriculum, but they also use the English media for other subjects such as books, presentation slides, and video. This application has been a complaint from students, especially the first-year students who are used to using Indonesian media. Therefore, this study aims to see first-year students’ readiness in using English media for the learning process. This study adopts a mixed-method approach using questionnaires and interviews. The result shows the students feel that they have good English skills, but the learning process using English media has not been optimized. Furthermore, this condition has affected the learning process.

Assessment System of Presentation Slide Design Using Visual and Structural Features

Assessment System of Presentation Slide Design Using Visual and Structural Features

Development and evaluation of a clinical research nursing module for undergraduate nursing schools: expanding Clinical Research Nurses' outreach.

Clinical Research Nurses (CRNs) care for study participants and manage clinical research studies; yet the CRN practice role is rarely covered in undergraduate nursing curricula in the United States. Despite a burgeoning need for CRNs, the pipeline of clinical research nurse positions remains sparse. The International Association of Clinical Research Nurses's (IACRN) strategic goal to "engage with nursing schools to heighten awareness and inclusion of the CRN role competencies in nursing education" prompted the development of an educational lecture module to be disseminated to nursing schools. This project is a pilot launch of the module. A task force of IACRN was formed to develop educational materials that could be used as outreach to undergraduate nursing schools. The content included a slide presentation covering an overview of clinical research, the CRN practice, three embedded videos showing CRN and study participant perspectives, and coverage of the care of participants of research by staff nurses. Due to COVID-19 we revised our live lecture approach using either a live synchronous webinar presentation, or an embedded asynchronous course module with YouTube videos for course learning management systems. We presented the content to 408 nursing students attending three academic programs. To evaluate effectiveness and satisfaction, an anonymous, post-presentation survey using web-based QualtricsXM was distributed to students. Content and delivery of the module was positively evaluated. There was an improvement in knowledge in each topic. Evaluation responses showed that the content could likely or very likely improve care for their patients (87.4%) and improve patient education for patients in clinical trials (95%). Delivering a synchronous or asynchronous module about the CRN practice role to nursing students in academic nursing programs is valuable to increasing awareness of the care of patients in clinical trials, the CRN role, and future professional development.

Mixed Training Program: Helping Seesaw to Develop Blended Learning at the Community Learning Center

All tutors work from home and only one day a week from the office, so an innovative learning approach is required. This study aims to produce a blended training program using seesaw to develop a blended learning design. The type of research used is research and development with a system approach that refers to the ADDIE and PEDATI models. Methods of collecting data with questionnaires, interviews, observations, documentation studies and tests. The feasibility test consists of expert review, one to one trial and small group trial. Based on the results of the feasibility test in expert review phase, this training program needs improvements in learning design aspects such as the learning models and methods used, discussion materials, task materials, and prerequisite competencies. Improvements to material aspects such as complete non examples and materials are arranged from the easiest to the most difficult. Improvements in the aspects of learning media is using color in slide background. The results of the one to one phase of feasibility test is improvement regarding time to achieve competency prerequisites, it is necessary to add reference sources in the form of links or qr codes, and it’s better to provide non video tutorials when on using the seesaw application. The results of the small group feasibility test still need improvement, using pdf format in presentation slide. The results of the effective test showed that there was an increase in cognitive domain learning outcomes between the pretest and posttest so that the trainees were able to develop blended learning designs. The N-Gain score of the increase is 0.62 (61.70%) with a fairly effective category.

Lessons Learned from Peer Learning Conference in Cardiothoracic Radiology.

Medical errors may lead to patient harm and may also have a devastating effect on medical providers, who may suffer from guilt and the personal impact of a given error (second victim experience). While it is important to recognize and remedy errors, it should be done in a way that leads to long-standing practice improvement and focuses on systems-level opportunities rather than in a punitive fashion. Traditional peer review systems are score based and have some undesirable attributes. The authors discuss the differences between traditional peer review systems and peer learning approaches and offer practical suggestions for transitioning to peer learning conferences. Peer learning conferences focus on learning opportunities and embrace errors as an opportunity to learn. The authors also discuss various types and sources of errors relevant to the practice of radiology and how discussions in peer learning conferences can lead to widespread system improvement. In the authors' experience, these strategies have resulted in practice improvement not only at a division level in radiology but in a broader multidisciplinary setting as well. The online slide presentation from the RSNA Annual Meeting is available for this article. ©RSNA, 2022.

Improving natural disater understanding of junior high school students

Natural disaster management efforts are critical, especially in disaster-prone areas. One of them is carried out through education in schools. This study aims to implement disaster mitigation teaching media, analyze and compare the effectiveness rate of these implementations in Klaten Regency. This study was carried out quantitatively using the one-group pretest and posttest design. Respondents were determined by purposive sampling based on the location of schools in areas prone to natural disaster in the Klaten Regency. They consist of 704 students, 291 students were respondents of intracurricular learning, and 413 students were respondents of extracurricular learning. The study results showed that of all instructional media applied in disaster mitigation learning strategies, five learning media had the best effectiveness, namely volcanic mock-ups, animated videos, presentation slides, supplementary books, and posters. Furthermore, there were differences in the effectiveness of implementation, namely in intracurricular including volcanic mock-ups by 37.5%, earthquake video by 24.8%, landslide video by 25.7%, and floods slide presentation by 59.9%. Extracurricular include volcanic eruption video by 41.6%, earthquake video by 27.3%, floods supplementary book by 35.3%, hydrometeorological poster by 46.7%. An interesting finding was that the effectiveness of learning strategies with advanced digital media was not better than other simpler instructional media.

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

Teachers’ technological skills and blended learning competency play a very integral role in students’ understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher’s level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher’s level of blended learning competency and the significant relationship between teacher’s technological skills and teacher’s blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher’s level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeable and equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher’s level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.

Continuing the Development of Science Communication Skills in Early Career Scientists: Challenges and Rewards During COVID-19.

Continuing the Development of Science Communication Skills in Early Career Scientists: Challenges and Rewards During COVID-19.

Benign-appearing Incidental Adnexal Cysts at US, CT, and MRI: Putting the ACR, O-RADS, and SRU Guidelines All Together

Adnexal cysts are a common incidental finding at US, CT, and MRI but have historically caused a diagnostic dilemma for determining when to follow up and how to manage them. Characteristic imaging features of simple adnexal cysts include a simple fluid collection with smooth walls and no solid or vascular components. Day-to-day practice guidelines were recently updated to reflect the overwhelming evidence that incidental cystic adnexal masses are almost always benign. Three major consensus articles on adnexal cystic masses were published between 2019 and 2020: the Society of Radiologists in Ultrasound (SRU) consensus update on adnexal cysts, the Ovarian-Adnexal Reporting and Data System (O-RADS) US consensus guideline, and the American College of Radiology (ACR) white paper on the management for incidental adnexal findings at CT and MRI. All three standardize reporting terminology, are based on evidence-based data and institutional practice patterns, and apply to nonpregnant women of average risk for ovarian cancer. While there are small differences in follow-up recommendations based on size thresholds, the goal of each is the same-to limit unnecessary imaging follow-up and, by doing so, save the patient time, money, and anxiety. For the diagnostic radiologist to use these guidelines, it is essential that the entire mass is visualized well. Without adequate visualization, further characterization of the mass may be necessary. To put it all together, the SRU consensus guideline and ACR white paper are easily applied in day-to-day practice for masses that are O-RADS 2 and below. An invited commentary by Patel is available online.The online slide presentation from the RSNA Annual Meeting is available for this article.©RSNA, 2022.

Bronchiolitis diagnosis, treatment, and prevention in children: an evidence-based clinical practice guideline adapted for the use in Egypt based on the \u2018Adapted ADAPTE\u2019 Methodology

BackgroundThe presented evidence-based clinical practice guideline (CPG) is proposed as a National CPG using an evidence-based and formal CPG adaptation methodology. The purpose of this study was to adapt the international CPGs’ recommendations for children with bronchiolitis to suit the healthcare system in the Egyptian context. This CPG, ‘diagnosis, treatment, and prevention of Bronchiolitis’, applies to children from 1 through 23 months of age. Other exclusions are noted. The quality of evidence, benefit-harm relationship, and strength of recommendations are indicated. This study is part of a larger collaborative initiative with the faculty staff of pediatric departments of 15 Egyptian universities and a national research center to formulate a national Committee (EPG) that aims to define the topics of, assign authors to, and assist in the adaptation of pediatric evidence-based CPGs according to a national strategic plan. The committee is guided by a formal CPG adaptation methodology: the ‘Adapted ADAPTE’.ResultsThe Bronchiolitis Guideline Adaptation Group (BGAG) reviewed the results of the AGREE II assessment and decided to adapt mainly the Australasian (PREDICT) CPG and for the questions not answered in PREDICT we adapted the relevant recommendations from the American Academy of Pediatrics (AAP) CPG. Seven implementation tools were included: a care pathway for assessment of severity, a clinical algorithm for treatment of acute bronchiolitis in the emergency room, a separate flowchart for assessing babies with bronchiolitis, a power point slide presentation lecture for treatment of acute bronchiolitis, patient information in Arabic, a clinical score (Modified Tal Score) for prediction of bronchiolitis severity, and the criteria for admission and discharge in the hospital. A comprehensive set of multifaceted CPG implementation strategies was provided for the clinicians, patients, nurses, and other relevant stakeholders contextualized to the national settingsConclusionOur experience with this adaptation methodology provides useful insight into its utilization on a national level in Egypt. The BGAG recommended the next review of this adapted CPG to be after 3 years from its publication (i.e., 2022) after checking for updates in the original CPG.

Impact of COVID-19 on the Nature of Academic Work in Colleges of Education in Ghana

This study investigated the impact of COVID-19 on the nature of academic work in Colleges of Education in Ghana. The study adopted the descriptive survey design. A sample of 346 students was selected for the study. The participants chosen from the Evangelical Presbyterian College of Education, Peki College of Education and the St. Theresah College of Education in the Volta Region of Ghana through purposive, convenience and snowball sampling procedures. Data were gathered using an online questionnaire. Data were received from 270 students resulting in a 78% return rate. The data were analysed using frequencies and percentages as well as means and standard deviations. The results showed that tutors in Colleges of Education mostly taught during the COVID-19 period by sending audio recordings, texts or slide presentations to students. This was however not done in real time. Also, the tutors gave assignments and quizzes and gave feedback on the performance of the students. Finally, it was found that most students’ services were not provided satisfactorily when school came to an abrupt end because of the COVID-19 Pandemic. Specifically, student counselling services, student affairs services, organisation of tutorials/seminars and practical classes as well as technical support or IT services and supervisions and mentorships were not satisfactorily provided. It was therefore recommended that authorities in Colleges of Education should liaise with officers in charge of specific services like counselling, student affairs and technical or IT support so that they can effectively and satisfactorily assist students even when they are not on campus.

Robot lecture for enhancing presentation in lecture

In lectures with presentation slides such as an e-learning lecture on video, it is important for lecturers to control their non-verbal behavior involving gaze, gesture, and paralanguage. However, it is not so easy even for well-experienced lecturers to properly use non-verbal behavior in their lecture to promote learners’ understanding. This paper proposes robot lecture, in which a robot substitutes for human lecturers, and reconstructs their non-verbal behavior to enhance their lecture. Towards such reconstruction, we have designed a model of non-verbal behavior in lecture. This paper also demonstrates a robot lecture system that appropriately reproduces non-verbal behavior of human lecturers with reconstructed one. In addition, this paper reports a case study involving 36 participants with the system, whose purpose was to ascertain whether robot lecture with reconstruction could be more effective for controlling learners' attention and more beneficial for understanding the lecture contents than video lecture by human and robot lecture with simple reproduction. The results of the case study with the system suggest the effect of promoting learners’ understanding of lecture contents, the necessity of reconstructing non-verbal behavior, and the validity of the non-verbal behavior model.