Relevant Learning Outcomes Research Articles

KETIMPANGAN PENDIDIKAN DI SULAWESI TENGGARA TAHUN 2019 DAN DETERMINANNYA

Kemerataan pendidikan adalah salah satu permasalahan yang perlu ditanggapi dengan serius. Hal ini bersesuaian dengan tujuan keempat dari SDGs (Sustainable Development Goals) yang mengemukakan tentang pendidikan, yaitu pada tahun 2030 memastikan bahwa semua anak perempuan dan laki-laki menyelesaikan pendidikan primer dan sekunder yang gratis, setara dan berkualitas, yang mengarah pada hasil belajar yang relevan dan efektif. Pemerataan pendidikan berkaitan dengan ketimpangan pendidikan di suatu daerah. Ketimpangan pendidikan adalah salah satu permasalahan yang harus diselesaikan karena, sebagaimana tercantum dalam UUD 1945 Pasal 31, setiap warga negara berhak mendapat pendidikan. Sayangnya, pemenuhan kemerataan pendidikan masih belum sepenuhnya terwujud. Hal ini ditunjukkan dengan tingginya Rata-rata Lama Sekolah (RLS) di Kota Kendari yang melampaui tingginya kabupaten/kota di DKI Jakarta yang tidak diikuti oleh kabupaten/kota lainnya. Penelitian ini bertujuan untuk mengetahui gambaran ketimpangan pendidikan di Sulawesi Tenggara yang diukur dengan Koefisien Gini Pendidikan (KGP) tahun 2019 dan determinannya dengan metode regresi linear berganda. Hasil penelitian menunjukkan bahwa Angka Melek Huruf (AMH) signifikan memengaruhi KGP sedangkan persentase penduduk miskin dan persentase anggaran pendidikan tidak signifikan memengaruhi KGP di Sulawesi Tenggara 2019.

Current Status of Assistive Technology for AAC for People with Autism Spectrum Disorders in Nepal

This paper is focussed on the current status of usage of assistive technology for augmentative and alternative communication (AAC) for the person with autism spectrum disorder (ASD) in Nepal. ASD is marked by core features including impaired social communication, and restrictive and repetitive behaviours and interest (Diagnostic and Statistical Manual of Mental Disorders 5th Edition: DSM 5). AAC is a specific type of assistive technology that can benefit person with autism (PWA) of all ages by promoting independence, expanding communication and increasing social interactions. The major objective of this paper is to analyse the current status of AAC assistive technology for person with autism (PWA) in Nepal. The paper first analysed the assistive technology in general and then is inclined toward the current status of its development in Nepal. The research methodology of the paper included interviews and discussion sessions. The data were further reviewed based on the reports from the relevant organizations and learning outcomes from different autism related trainings and workshops. The authors visited various organizations related to autism in Nepal, Autism Care Nepal Society (ACNS) and Special School for Disability and Rehabilitation Center (SSDRC) and carried out interviews and discussions and also participated in various autism related training sessions and workshops. The findings of this paper showed that despite the high prevalence rate of autism, there is very less progress in managing ASD in Nepal and that the usage of assistive devices is limited to low tech only.

Improving project management curriculum by aligning course learning outcomes with Bloom’s taxonomy framework

Purpose This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework. Design/methodology/approach The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years. Findings Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates. Research limitations/implications The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning. Practical implications Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Social implications The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Originality/value To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

Global health competencies in UK postgraduate medical training: a scoping review and curricular content analysis

ObjectiveTo assess global health (GH) training in all postgraduate medical education in the UK.DesignMixed methodology: scoping review and curricular content analysis using two GH competency frameworks.Setting and participantsA scoping review...

Work integrated learning internships in transnational education

Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

Economic production quantity model with learning in production, quality, reliability and energy efficiency

Learning has become essential for many companies whose manufacturing environment, where tasks have increased in complexity, requires a workforce of specific skills. Training of workers and learning-by-doing reduce the unit cost as the production rate speeds and improve product and process quality. Better quality means less rework and machine downtime. All these aspects indirectly influence energy efficiency, which has become a concern for manufacturing companies due to the stringent targets imposed by legislators, the significance of energy costs, and the increasing customers’ awareness about the environment. A company, however, could invest in some alternatives to improve its energy efficiency. This paper, therefore, proposes a lot sizing model for a manufacturing company that includes the relevant learning outcomes, directly and indirectly, affecting its energy efficiency. The main result of the study is to show how learning in production and energy efficiency affects each other and the optimal lot size quantity.

Teaching eco-design by using LCA analysis of company’s product portfolio: the case study of an Italian manufacturing firm

Eco-design is a design paradigm aiming to the development of sustainable products. Life Cycle Assessment (LCA) is considered an eco-design tool able to assess the product environmental performances through a life cycle perspective. However, LCA shows some limitations in industry’s daily practice and cannot be considered a standard for implementing eco-design. The paper aims to describe the implementation of a novel eco-design teaching approach involving company’s employees from different technical departments. LCA analysis of company’s product portfolio allowed to create a specific eco-knowledge, used to train designers and engineers on this subject for the implementation of eco-design actions during the development of new products (espresso coffee machine). Results highlighted relevant learning outcomes and significant improvements in terms of environmental sustainability of a new product design.

Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five Veterans Administration primary care practices

ABSTRACT Health care systems expect primary care clinicians to manage panels of patients and improve population health, yet few have been trained to do so. An interprofessional panel management (PM) curriculum is one possible strategy to address this training gap and supply future primary care practices with clinicians and teams prepared to work together to improve the health of individual patients and populations. This paper describes a Veterans Administration (VA) sponsored multi-site interprofessional PM curriculum development effort. Five VA Centers of Excellence in Primary Care Education collaborated to identify a common set of interprofessionally relevant desired learning outcomes (DLOs) for the PM and to develop assessment instruments for monitoring trainees’ PM learning. Authors cataloged teaching and learning activities across sites. Results from pilot testing were systematically discussed leading to iterative revisions of curricular elements. Authors completed a retrospective self-assessment of curriculum implementation for the academic year 2015–16 using a 5-point scale: contemplation (score = 0), pilot (1), action (2), maintenance (3), and embedded (4). Implementation scores were analyzed using descriptive statistics. DLOs were organized into five categories (individual patients, populations, guidelines/measures, teamwork, and improvement) along with a developmental continuum and mapped to program competencies. Instruction and implementation varied across sites based on resources and priorities. Between 2015 and 2016, 159 trainees (internal medicine residents, nurse practitioner students and residents, pharmacy residents, and psychology post-doctoral fellows) participated in the PM curriculum. Curriculum implementation scores for guidelines/measures and improvement DLOs were similar for all trainees; scores for individual patients, populations, and teamwork DLOs were more advanced for nurse practitioner and physician trainees. In conclusion, collaboratively identified DLOs for PM guided development of assessment instruments and instructional approaches for panel management activities in interprofessional teams. This PM curriculum and associated tools provide resources for educators in other settings.

Point Cloud-Based Automatic Assessment of 3D Computer Animation Courseworks

Computer-supported assessment tools can bring significant benefits to both students and teachers. When integrated in traditional education workflows, they may help to reduce the time required to perform the evaluation and consolidate the perception of fairness of the overall process. When integrated within on-line intelligent tutoring systems, they could provide students with a timely feedback and support self-assessment activities. The current work presents an alternative approach (and not just a “yet-another-implementation”) to the problem of automatically evaluating technical skills needed to create 3D computer animations. Although some solutions have been reported already in the literature, their applicability is partially constrained, as they require the teaching staff to define evaluation criteria that are strictly linked to the particular animation technique being assessed. Students are forced to operate in environments where they can only perform a part of the required animation steps, by using a pre-defined set of techniques and tools. To address such limitations, the proposed system exploits shape- and time-based features extracted from the 3D point clouds (i.e., the set of data points) describing animated geometries, which are independent of the particular animation techniques used. Experimental observations collected in the evaluation of course assignments in which students were asked to recreate 3D animations of deformable meshes prepared by the teaching staff showed a good correlation between automatic and manual evaluations. Obtained results confirmed the ability of the proposed approach to cope with heterogeneous evaluation tasks in which the relevant learning outcomes can be properly considered.

Competence-Based Pharmacy Education in the University of Helsinki.

In order to meet the expectations to act as an expert in the health care profession, it is of utmost importance that pharmacy education creates knowledge and skills needed in today’s working life. Thus, the planning of the curriculum should be based on relevant and up-to-date learning outcomes. In the University of Helsinki, a university wide curriculum reform called ‘the Big Wheel’ was launched in 2015. After the reform, the basic degrees of the university are two-cycle (Bachelor–Master) and competence-based, where the learning outcomes form a solid basis for the curriculum goals and implementation. In the Faculty of Pharmacy, this curriculum reform was conducted in two phases during 2012–2016. The construction of the curriculum was based on the most relevant learning outcomes concerning working life via high quality first (Bachelor of Science in Pharmacy) and second (Master of Science in Pharmacy) cycle degree programs. The reform was kicked off by interviewing all the relevant stakeholders: students, teachers, and pharmacists/experts in all the working life sectors of pharmacy. Based on these interviews, the intended learning outcomes of the Pharmacy degree programs were defined including both subject/contents-related and generic skills. The curriculum design was based on the principles of constructive alignment and new structures and methods were applied in order to foster the implementation of the learning outcomes. During the process, it became evident that a competence-based curriculum can be created only in close co-operation with the stakeholders, including teachers and students. Well-structured and facilitated co-operation amongst the teachers enabled the development of many new and innovative teaching practices. The European Union funded PHAR-QA project provided, at the same time, a highly relevant framework to compare the curriculum development in Helsinki against Europe-wide definitions of competences and learning outcomes in pharmacy education.

Knowing how we know: an epistemological rationale for the medical humanities.

Although their inclusion in medical curricula internationally is increasing, the medical humanities still face challenges to their role and place in the curriculum. Justifications supporting the inclusion of humanities content, methods and perspectives in medical curricula have generally been proposed along instrumental, intrinsic and critical lines. However, recent literature in the field has turned to 'ways of knowing' as representing an alternative, essentially epistemological, perspective on the matter. This involves the claim that the medical humanities align with and promote characteristic ways of understanding and practising medicine, which are not adequately represented in traditional disciplinary frameworks. Such epistemological arguments aim to move beyond generic claims of medicine as both an 'art' and a 'science' to explore the way in which the humanities support the ultimate objectives of a medical education, particularly in relation to claims about requisite knowledge and typical reasoning. Not only can this help focus attempts to identify and document relevant learning or clinical outcomes, but it can potentially uncover evidence from education outcomes research which may not have been the focus of previous inquiry in the medical humanities and which may in fact be associated, at least in part, with curricular activities formally associated with humanities disciplines. An epistemological view of the humanities in medical education offers a significant new way of conceptualising and communicating the potential role of the humanities in medical training. If clinical practice can be characterised as rational but interpretive, partly predictable yet fundamentally uncertain, and logical but also intuitive, it follows that educational training should facilitate such ways of knowing and thinking. An epistemological perspective enables the argument that the medical humanities are valuable not because they are more 'humane', but because they help constitute what it means to think like a doctor.

Which Grammatical Errors Do First-Year University Students Make and Do Those Errors Matter? A Focusing Inquiry

Students in Health Sciences First Year (a gateway to health professional programmes) at the University of Otago sit an English diagnostic test before they begin their first semester. This test determines which students will need extra English tuition. We initiated a focusing inquiry with the 2014-2015 data from these tests to form relevant learning outcomes for students and to discover information that might be relevant to secondary schools throughout New Zealand. Our focusing inquiry revealed that many of our first-year students could benefit from further grammatical and test-taking tuition—not only because of linguistic and test-taking deficits, but also because the data demonstrate a relationship between successful placement in health professional programmes and grammatical competency. That is, our data show that students who make an error in any of the grammatical categories that we tested are less likely to get an offer of place in the Health Sciences professional programmes at the end of their first year.

Extraction of Relevant Terms and Learning Outcomes from Online Courses

Nowadays, universities (on-site and online) have a large competition in order to attract more students. In this panorama, learning analytics can be a very useful tool since it allows instructors (and university managers) to get a more thorough view of their context, to better understand the environment, and to identify potential improvements. In order to perform analytics efficiently, it is necessary to have as much information as possible about the instructional context. The paper proposes a novel approach to gather information from different aspects within courses. In particular, the approach applies natural language processing (NLP) techniques to analyze the course’s materials and discover what concepts are taught, their relevancy in the course and their alignment with the learning outcomes of the course. The contribution of the paper is a semi-automatic system that allows obtaining a better understanding of courses. A validation experiment on a master of the Open University of Catalonia is presented in order to show the quality of the results. The system can be used to analyze the suitability of course’s materials and to enrich and contextualize other analytical processes.

Assessing Creativity

Objectively assessing student creative work in the fields associated with mass media can be problematic. Communicating expectations to students, as well as providing them with a clear yet flexible rubric for evaluation of copywriting, newswriting, audio production, video production, and web-design, requires examination of the relevant student learning outcomes. This article explores the process of rubric design for digital portfolio evaluation, including the areas mentioned, with a goal of finding appropriate measures that will be effective for conveying the expectations for each area to students and providing precise evaluation and feedback for both grading and assessment purposes.

Re-interpreting relevant learning: an evaluative framework for secondary education in a global language

ABSTRACTThe 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illustrate this with the example of an innovation in Tanzania that aimed to improve language and subject learning amongst lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction. The project developed a framework for evaluating learning processes and outcomes that was grounded in socio-cultural theories of learning. The framework was founded on an understanding of subject learning consistent with the purpose of sustainable development. Sustainable development is understood here as a process of social learning engaged through local responses to issues that have global reach. We conclude that implementing the 2030 education goals as part of a broader ambition towards sustainable development, demands reinterpretation of its targets in a way that makes explicit our underpinning theories of learning.

Student perceptions of effective discussion in online forums: A case study of pre-service teachers

This study reports on a mixed methods study which explored 32 Iranian pre-service teachers’ perceptions of attending online asynchronous discussion forums during two seven-week online introductory courses in corpus linguistics. Data were collected through a questionnaire, discussion forum entries and online text-based semi-structured interviews. The quantitative and qualitative analysis of data revealed that the participants took part in the discussions mainly to express their attitudes, beliefs and evaluations; yet they were hesitant to express their emotions, answer their peers’ questions, critique others’ views, express acknowledgements and make references to other sources. The participants felt that online discussions should bring about meaningful, relevant and useful learning outcomes and help them understand the course topics rather than develop social relationships. The findings can help online instructors in postgrad education to manage effective online communication practices.

How to Formulate Relevant and Assessable Learning Outcomes in Statistics

Course syllabuses, outlines or similar academic documents specifying the content of a course will often be a helpful tool both for teachers and students to grasp the content and purpose of a course. In many cases, however, the compilation of such documents is a painstaking process for the educator designing it, and is a task that many teachers will shun. In this paper we propose a fairly simple pedagogical model for designing specific learning outcomes that the students are expected to attain after completion of a course.

An Outline of Possible In-course Diagnostics for Functions

The present paper focuses on in-course sample diagnostic questions relating to functions for students who choose to take a course on differential calculus, in a South African context. However, the diagnostic questions should be useful at many places worldwide. The researchers formulated learning outcomes and in-course diagnostic questions for the technical knowledge and skills required for the section on functions, in the context of differential calculus. The questions were designed to check the relevant learning outcomes that they detected for the section on functions as informed by the literature review and conceptual framework. The learning outcomes and formulation of diagnostic outcomes, although based on a number of assumptions, should improve the performance of students.

Development of E-learning Module On Delirium for Non-consultant Hospital Doctors Using the Delphi Method

Aim To obtainconsensus from non-consultant hospital doctors and consultants indeveloping a eLearning module for teaching non-consultant hospital doctorsabout delirium Methods 1) A questionnaire to assess knowledge regarding deliriumwas administered to Medical NCHDs and toPsychiatry NCHDs. A 50 minute teaching session was provided to the PsychiatryNCHDs, which included an existing e-learning module for undergraduateson delirium developed in University College Dublin(UCD). Followingthis feedback was obtained regarding the module and what changes would berequired for it to meet the training needs of non consultant hospital doctors. 2) In the first step of the DELPHIprocess, feedback from medical consultants was obtained in relation to thethemes and topics to be included in the delirium e-learning module. Results •In the first iteration of the DELPHI process, both NCHDs and Consultants identified relevant learning outcomes for an eLearning module on delirium for postgraduate medical trainees. Conclusion The next iteration of the DELPHI process will refine the themespreviously identified in order to achieve consensus among the NCHD andconsultant groups surveyed. This will be the basis for the design of aneLearning module about delirium.

Teaching and Assessing Veterinary Professionalism

The teaching and assessment of professional behaviors and attitudes are important components of veterinary curricula. This article aims to outline some important considerations and concepts which will be useful for veterinary educators reviewing or developing this topic. A definition or framework of veterinary professionalism must be decided upon before educators can develop relevant learning outcomes. The interface between ethics and professionalism should be considered, and both clinicians and ethicists should deliver professionalism teaching. The influence of the hidden curriculum on student development as professionals should also be discussed during curriculum planning because it has the potential to undermine a formal curriculum of professionalism. There are several learning theories that have relevance to the teaching and learning of professionalism; situated learning theory, social cognitive theory, adult learning theory, reflective practice and experiential learning, and social constructivism must all be considered as a curriculum is designed. Delivery methods to teach professionalism are diverse, but the teaching of reflective skills and the use of early clinical experience to deliver valid learning opportunities are essential. Curricula should be longitudinal and integrated with other aspects of teaching and learning. Professionalism should also be assessed, and a wide range of methods have the potential to do so, including multisource feedback and portfolios. Validity, reliability, and feasibility are all important considerations. The above outlined approach to the teaching and assessment of professionalism will help ensure that institutions produce graduates who are ready for the workplace.