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Journal articles on the topic 'Didactic scenario'
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Mempin, Roberto L., Wendy M. Simon, Jason D. Napolitano, Rachel P. Brook, Owen L. Hall, Sitaram Vangala, and Edward S. Lee. "Comparing the effectiveness of a hybrid simulation/lecture session versus simulation alone in teaching crew resource management (CRM) skills: a randomised controlled trial." BMJ Simulation and Technology Enhanced Learning 5, no. 4 (October 25, 2018): 198–203. http://dx.doi.org/10.1136/bmjstel-2018-000354.
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IntroductionVarious methods have been used to teach crew resource management (CRM) skills, including high-fidelity patient simulation. It is unclear whether a didactic lecture added on to a simulation-based curriculum can augment a learner’s education.MethodsUsing an already existing simulation-based curriculum for interdisciplinary teams composed of both residents and nurses, teams were randomised to an intervention or control arm. The intervention arm had a 10 min didactic lecture after the first of three simulation scenarios, while the control arm did all three simulation scenarios without any didactic component. The CRM skills of teams were then scored, and improvement was compared between the two arms using general estimating equations.ResultsThe differences in mean teamwork scores between the intervention and control arms in scenarios 2 and 3 were not statistically significant. Mean scores in the intervention arm were lower than in the control arm (−0.57, p=0.78 for scenario 2; −3.12, p=0.13 for scenario 3), and the increase in scores from scenario 2 to 3 was lower in the intervention arm than in the control arm (difference in differences: −2.55, p=0.73).ConclusionsAdding a didactic lecture to a simulation-based curriculum geared at teaching CRM skills to interdisciplinary teams did not lead to significantly improved teamwork.
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Arnold, Uwe, Heinrich Söbke, and Maria Reichelt. "SimCity in Infrastructure Management Education." Education Sciences 9, no. 3 (August 5, 2019): 209. http://dx.doi.org/10.3390/educsci9030209.
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Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students’ motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.
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Luiza Escorsin, Andrea, Poliana Da Silva Milhomem, Vanessa Soares Lima Silva, and Cleres Carvalho Do Nascimento Silva. "THE CHALLENGE OF BEING A UNIVERSITY PROFESSOR FACING THE EDUCATIONAL SCENARIO." Revista Gênero e Interdisciplinaridade 4, no. 01 (March 7, 2023): 405–28. http://dx.doi.org/10.51249/gei.v4i01.1226.
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This paper aims to analyze how Higher Education teachers perceive different agents in the educational field, and how tensions and difficulties are managed. The article is based on a bibliographic review on didactic formation and the role of the university teacher for society, and also on data from semi-structured interviews with online questionnaire of closed and open questions, which were analyzed quantitatively and qualitatively. Our results reveal difficulties related to classroom management and similarities between teachers with regard to: didactics, the value given to the support (or not) of the educational entity, and the number of activities performed and methods used.
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Ribeiro, Carolina Baptista, Carlos Marcelo Balbino, Davi Fideles De Oliveira, Andrea Moreira de Siqueira Puppin, Valquíria Jorge Sepp, and Lucrécia Helena Loureiro. "Meaningful learning in a realistic drug simulation scenario." Cuadernos de Educación y Desarrollo 16, no. 1 (January 19, 2024): 1534–55. http://dx.doi.org/10.55905/cuadv16n1-079.
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This study addresses the use of David Ausubel's Theory in a didactic sequence developed specifically for realistic drug simulations. Objective: to test the usability of a didactic sequence developed for realistic simulation in the preparation and administration of parenteral drugs in critically ill patients; to improve the applicability strategy of the didactic sequence for adjustments and subsequent validation. Methodology: qualitative observational study, which took place in May 2023 during a workshop on the preparation and administration of medication, using the evaluation tool validated by Raurell-Torredà as a model for data collection. Nursing undergraduate students from the 5th period onwards were invited to take part in the research to carry out a medication simulation during the workshop, A pre- and post-intervention questionnaire was carried out using a QR code to capture the answers, a semi-structured questionnaire with 11 questions on the subject, the data collected was arranged in an information bank using Microsoft Office Excel software and analyzed using descriptive statistics. Results and Discussions: It can be seen that realistic simulation is a teaching-learning method that is little used, with 77.8% of the students having had contact with it for the first time. Conclusion: Although it is an effective teaching-learning strategy, undergraduate courses should structure their teaching strategy to include this teaching model in the course curriculum in order to improve teaching on the preparation and administration of medicines.
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Tissuya Silva Toda, Daniela, and Camila Carolina Salgueiro Serrão. "O Emprego de Elementos Locais em Material Didático Lúdico para Ensino de Análise Orientada a Objetos." Anais do Computer on the Beach 14 (May 3, 2023): 319–24. http://dx.doi.org/10.14210/cotb.v14.p319-324.
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ABSTRACTThe teaching project Didactic Comic Book for Object-OrientedAnalysis was born from the local needs observed by the teacherswho teach the disciplines related to the content of Object-OrientedProgramming and Fundamentals of Systems Analysis. The objectivewas to develop a ludic didactic material in the form of an bookcontaining comics and activities to attract the students’ attention.The project was developed in a collaborative way among all participants,following the activities of bibliographical research, scriptcreation and digital design, a playful teaching material with accessiblelanguage and local scenario was created. As a result, thefirst volume of the Didactic Comic Book on Object Orientation wascompleted and made available free of charge to the communitythrough a digital book.
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Scott, Lancer A., Layne A. Madden, Amy E. Wahlquist, and Daniel W. Fisher. "Preparing for the Surge: A Half-Day Emergency Preparedness Training Course for the “Second Front”." Disaster Medicine and Public Health Preparedness 12, no. 1 (August 1, 2017): 121–26. http://dx.doi.org/10.1017/dmp.2017.30.
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AbstractPurposeClinical disaster medicine requires providers working collaboratively to care for multiple patients, yet many clinicians lack competency-based training. A 5-hour emergency preparedness training (EPT) curriculum was created using didactics, small group discussion, and scenario-based learning. The goal was to evaluate the effect of a short course on improving clinical-provider knowledge, confidence and skill.MethodsParticipants were enrolled in a medical university between 2011 and 2014. The course consisted of didactic lectures, small group exercises, and live mass-casualty training scenarios. Core competencies and performance objectives were developed by a task force and assessed via facilitator observation, pre- and posttesting, and a course evaluation.ResultsA total of 708 participants were trained, including 49.9% physicians, 31.9% medical students, 7.2% nurses, and 11% allied health personnel. The average percentage of correct answers increased from 39% to 60% (P<0.01). Following didactics, trainees met 73% and 96% of small group performance objectives. Trainees also met 68.5% and 61.1% of the mass-casualty performance objectives. Average trainee self-assessment of disaster-preparedness skill improved from 36 to 73 points out of 100.ConclusionA brief, intensive EPT course can improve the disaster knowledge and comfort level of a diverse group of clinical providers as well as foster disaster-performance skills. (Disaster Med Public Health Preparedness. 2018;12:121–126)
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Mendoza Velazco, Derling José, and Jenniz La Madriz. "Teaching Models that Emerge from the Practice of Teachers at the Universidad Iberoamericana del Ecuador." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 79–88. http://dx.doi.org/10.2478/mjss-2018-0117.
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Abstract The didactics from its educational perspective, is located in the axis of reflection and theoretical operational projection, from the edge of interaction and communication, between the being of education and the dissimilar educational models. Therefore, the present study is based on generating a theoretical approach that arises from the practice of university professors. In this case, the Universidad Iberoamericana del Ecuador (UNIB.E) will be used as the research scenario. As a first objective, the didactic models that are frequent in the practice of university professors were analyzed. The second objective of the study was to interpret the relationship between the explicit theories, and those of common use, that university professors develop in their practice. To this end, the researchers carried out qualitative research based on the interpretative-hermeneutic paradigm, using a method of analysis and ethnographic study. Structured interviews and observations, both validated through expert judgement, were used as data collection techniques. Based on the information obtained, the importance of strengthening the didactic training of some teachers was detailed as important manifestations. Highlighting the conceptualization and effective application of the different models that arise in the andragogical practices of higher education.
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Gottardo, Ezio Del, and Delio De Martino. "Criteria for distance learning at the time of Coronavirus." Research on Education and Media 12, no. 2 (December 1, 2020): 3–8. http://dx.doi.org/10.2478/rem-2020-0013.
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Abstract The Coronavirus pandemic, forcing all schools and universities to exclusively activate distance learning (DL), has triggered an unprecedented innovative process. E-learning had remained a niche resource for a few innovators, experts and enthusiasts; but, with the forced DL due to Covid-19, teachers of all levels had to engage in a new form of teaching and in a new didactic paradigm. In this scenario, some criteria can be usefully identified – transmediality, interactivity, active learning and enhancement of experience – capable of guiding the didactic action and directing teachers towards a larger and more effective online teaching. These criteria, tested in an exceptional health situation, can be useful even beyond the emergency phase in view of a radical didactic renewal, even in classes taken live.
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Hicks, C., and V. LeBlanc. "P069: Hardened tendencies: persistence of initial appraisals following simulation-based stress training." CJEM 20, S1 (May 2018): S81. http://dx.doi.org/10.1017/cem.2018.267.
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Introduction: Stress has been shown to impair performance during acute events. The goal of this pilot study was to investigate the effects of two simulation-based training interventions and baseline demographics (gender, age) on stress responses to simulated trauma scenarios. Methods: Sixteen (16) Emergency Medicine and Surgery residents were randomly assigned to one of two groups: Stress Inoculation Training (SIT) or Crisis Resource Management (CRM). Residents served as trauma team leaders in simulated trauma scenarios pre and post intervention. CRM training focused on non-technical skills required for effective teamwork. The SIT group focused on cognitive reappraisal, breathing and mental rehearsal. Training lasted 3 hours, involving brief didactic sessions and practice scenarios with debriefing focused on either CRM or SIT. Stress responses were measured with the State Trait Anxiety Inventory (anxiety), cognitive appraisal (degree to which a person interprets a situation as a threat or challenge) and salivary cortisol levels. Results: Because the pre-intervention stress responses were different between the two groups, the results were analyzed with stepwise regression analyses. The only significant predictor of anxiety and cortisol responses were the residents appraisal responses to that scenario, explaining 31% of the variance in anxiety and cortisol. Appraisals of the post-intervention scenarios were predicted by their appraisals of the pre-intervention scenario and gender, explaining 73% of the variance. Men were more likely than women to appraise the scenarios as threatening. There were no differences in subjective anxiety, cognitive appraisal or salivary cortisol responses as a result of either intervention. Conclusion: Male residents, as well as those who appraised an initial simulated trauma scenario as threatening, were more likely to interpret a subsequent scenario as threatening, and were more likely to have larger subjective (anxiety) and physiological (cortisol) responses a subsequent scenario. Both CRM and SIT training were not effective in overcoming initial appraisals of potentially stressful events.
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Tkalich, Dr ,. Prof Tatsiana, Elena Makovskaja, Svetlana Jaskevich, and Yuri Silkovich. "DEVELOPMENT AND USE OF DIGITAL INTERACTIVE OBJECTS IN ELECTRONIC TEACHING MATERIALS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (March 15, 2022): 01–14. http://dx.doi.org/10.20319/pijtel.2022.61.0114.
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The article reveals the significance of creating flexible scenarios for individual lessons in modern education. Analysis of scientific publications and the existing experience of business education has shown the need to increase the role of organizing the interaction and communication between subjects of the learning process. Traditionally, these are webinars, binary lectures, virtual tutorials, creative activities, work in small groups, etc. The article defines digital interactive objects (DIO) as the means to apply various interactive teaching methods using e-learning technologies. Considering the DIO as a didactic teaching tool, we distinguish several interactivity levels of teaching tools that allow us to choose the required form of educational content and to achieve learning goals. In the current study, DIO of business education has been developed. They are represented by sets of interactive objects for the implementation of various interactive methods and didactic teaching techniques according to the certain pedagogical scenario of the distance learning course. The relevance of the new pedagogical and technological scenarios for DIO results in the development of algorithms and methodological recommendations to be used by organizing training sessions in economic and business disciplines.
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Lecon, Carsten. "Supporting Distributed Learning through Immersive Learning Environments." Athens Journal of Education 11, no. 3 (July 19, 2024): 213–26. http://dx.doi.org/10.30958/aje.11-3-3.
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In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations. Keywords: e-learning, e-teaching, immersion, virtual 3D rooms, gamification, cyber-physical systems
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (December 25, 2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.
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Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.
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Suleymanova, Shahla. "Effective ways to form the artistic creative abilities of students in the organization of didactic games." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (March 30, 2023): 46–53. http://dx.doi.org/10.24195/2617-6688-2023-1-6.
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This article notes that the purposeful, organized organization of didactic games in elementary grades is of great importance for the development of artistic creative abilities of younger schoolchildren. Also, the issues of using effective ways for the development and formation of talented, artistically creative children in this area were brought to attention. In this case, didactic games were shown by teaching under create conditions for the development of artistic and aesthetic taste, positive moral qualities, physical health, aesthetic education, and worldview in other students. Children with special talents are a national treasure for the future of every country. For this, it is acceptable to use a number of methods and ways to detect children with special creativity. In the learning process, interaction with students, their involvement in active interactive training, assessment of creative products, individualization of interactive learning methods, training tools, enrichment in content and form are of great importance. At this time, it was pointed out that there are ample opportunities to develop useful personalities for society by timely discovering the potential in them. The important importance of the correct writing of the scenarios of didactic games, the correct conduct of the distribution of roles, the need to reveal in advance what artistic creative abilities the students have, the pedagogical and psychological foundations in this direction are shown. The article examines that didactic games are of particular importance in teaching the subjects “Azerbaijani language”, “Life science”, “Fine arts”, “Music”, especially in primary school. In the course of teaching these subjects, along with the development of artistic creative abilities in younger schoolchildren through the correct selection of topics and the organization of didactic games on national and moral values, they acquire such moral qualities as patriotism, humanity, friendship, companionship, collectivism. It is true that didactic games are educational in nature. According to the direction studied in the article, along with the educational aspects of didactic games, it also plays a role as a tool in revealing the talent qualities of young schoolchildren. The purpose of the article is to mentions the didactic game scenario with the participation of students who have the ability to draw, recite poetry, and act in the direction of the formation of national and moral values. It was shown with examples what roles should be given to students, in what direction their talents should be revealed, it was noted that the measurement of the talents level of students studying in primary grades, starting from a young age, the development of artistic creative abilities is important for the future development of talented young people. Development of scenarios for the organization of didactic games, taking into account their age and individual characteristics, the correct development of the pedagogical, psychological foundations for this work is to achieve the disclosure of students’ artistic creative abilities. It is the clarification of ways, directions for revealing the artistic creative abilities of students by organizing didactic games in elementary grades of general education schools. It is also to achieve the progress of talented students in this regard, starting from an early age.
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Pérez, Adolfina, Victoria Irene Marín, and Gemma Tur. "Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education." @tic revista d'innovació educativa, no. 21 (December 21, 2018): 31. http://dx.doi.org/10.7203/attic.21.12134.
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This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.
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Ribeiro, Leandro, and Fábio Henrique Rosa Senefonte. "Beliefs in initial English Teacher Education: an interpretative study." Revista Profissão Docente 24, no. 49 (April 19, 2024): 1–34. http://dx.doi.org/10.31496/rpd.v24i49.1558.
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This qualitative case study aimed to explore the cognition (focusing on beliefs) of English teacher educators, from a state university in Paraná, about different aspects of initial teacher education (linguistic, theoretical and didactic-pedagogical knowledge). In this sense, teacher cognition is adopted both as a unit of analysis and as the theoretical foundation (BORG, 2003). For such purposes, a semi-structured interview with open questions was administered in the aforementioned context. Results reveal three dimensions: Linguistic Command (homogeneity, heterogeneity and expectations); Affordance (including agency, theoretical-methodological advancement, expectations in didactic-pedagogical and curriculum terms, identity factors, linguistic advancement and curriculum factors); and Hindrance (encompassing no agency; didactic-pedagogical factors; theoretical-methodological and linguistic gaps and physical and human factors). It is expected that this research can contribute to theoretical and methodological reflections in the scope of language teacher education, given that teaching practices are significantly based on the set of beliefs of individuals in such scenario.
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Di Bitonto, Pierpaolo. "Adapting SCORM Compliant LOs in a Knowledge Engineering Scenario." International Journal of Distance Education Technologies 8, no. 1 (January 2010): 17–30. http://dx.doi.org/10.4018/jdet.2010010102.
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The success of communities generally implies both growth of the participants (and thus of their contributions), and an increasing array of services offered. For this reason, it is often difficult for new users to fully understand the potential of the community, while for expert users it becomes difficult both to manage the resources available in an effective and efficacious way, and to keep track of the expansion of the community. In order to overcome this problem it is necessary to provide the user with some teaching about the changes occurring in the community. The present paper focuses on the problem of personalising such teaching, tailoring it to the user’s cognitive and learning styles in order to supply the didactic material in the form best suited to the user, and thus facilitate learning of the knowledge sharing environment. Tailoring the teaching strategy is an innovative issue in the context of knowledge sharing communities.
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Efimova, Nadezhda N., and Marina I. Violina. "Linguosemiotic aspects of idiomatics: vectors of cognitive modeling and didactic perspectives." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 266–80. http://dx.doi.org/10.32744/pse.2022.4.16.
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Introduction. The use of various types of models for solving linguodidactic problems as a crucial object of analysis in linguistics and linguodidactics is considered by modern scientists from various points of view. The aim of the study is to identify and substantiate the potential of cognitive modeling in the construction of an idealized cognitive model (using the example of a prototypical scenario of risk situation) and to analyze the didactic potential of cognitive modeling in order to optimize strategies for mastering a foreign language, in particular, phraseological corpus Materials and methods. The integration of theoretical and empirical components predetermined the methodology used, including the method of continuous sampling of material (French idioms of risk) from authentic sources, the method of interpretation, the method of comparative analysis. Research results. A prototypical scenario of risk situation is proposed and formalized by means of an idealized cognitive model. Each subframe is illustrated by a cluster of relevant idioms, the list of which is open. The authors describe the idealized cognitive model of risk situation developed by them through the prism of its didactic potential. Using the example of a fragment of the corpus of French phraseology, it is shown that cognitive modeling contributes to optimization of the study of vocabulary, in particular, phraseology. The specific tasks proposed demonstrate the implementation of the constructive modeling functions of the suggested scheme with a focus on the correlation of the formal and substantive aspects of the language material. Conclusion. The novelty of the proposed approach lies in the integration of the theoretical concept – the proposed idealized cognitive model – and the practical strategy of its application in linguodidactics and, in a broader perspective, in humanitarian education in general. The open nature of the model makes it possible to use it for other fragments of the lexical fund of both French and other foreign languages.
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Włodyka, Wojciech, and Dariusz Bober. "THE TRAINING APPLICATION BASED ON VR INTERACTION SCENARIOS – WITH EXAMPLES FOR LOGISTICS." Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska 11, no. 1 (March 31, 2021): 58–61. http://dx.doi.org/10.35784/iapgos.2562.
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The main goal of the article is to share some experimental view onto VR training applications, that allows for adaptation of the directed training scenario to a user being trained. The resulted application allows to the three scenarios being selected in any combination of ones, as well as the tasks modification through the input files, before a test starts. The program was developed in the Unity engine, using the modern UnityXR framework providing extensive support for leading virtual reality hardware. The resulting solution presents the possibility of an efficient training in Virtual Reality while modifying the course of training without any needs to recompile the program, and also it shows some positive values of using VR technology as a didactic solution.
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Grozavu, Daniela Monica. "ADDRESSING INTERDISCIPLINARY OF MUSIC." Review of Artistic Education 27 (April 1, 2024): 135–42. http://dx.doi.org/10.35218/rae-2024-0016.
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Didactic strategies combine all the elements of the educational process, being a way of combining and chronologically organizing the set of methods and means chosen to achieve certain didactic objectives. This way,, the didactic strategy is expressed in organic units of methods, procedures, educational means and ways of organizing/achieving the learning process, i.e. head-on, in groups and individually [Potolea, D. The teacher and the strategies of learning management. Bucharest: Academy Publishing House, 1989, p. 146]. From the given perspective, we would like to mention that the didactic strategy unifies, integrates and brings together learning tasks with learning situations, creating a complex and logical system structured by means, methods, materials and other educational resources aimed at achieving certain objectives, which constitute a extremely necessary aspect in any pedagogical action, which finds its central place in the educational process. This is due to the fact that the design and organization of a lesson takes place in close connection with the strategic decision of the teaching staff and, therefore, it is designed as a complex didactic scenario, in which the actors of the educational act - of teaching-learning are involved, the conditions in which it is carried out, the objectives and the proposed methods. This way, the strategy determines the most appropriate, logical and efficient methodical itinerary for approaching a concrete teaching-learning situation, avoiding some errors, risks and unwanted events that may appear in the activity of the teaching staff.
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Morelli, Silvia, and Camila Carlachiani. "Curriculum, Teaching and Interdisciplinarity." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 14, 2018): 5147–54. http://dx.doi.org/10.18535/ijsshi/v5i12.10.
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This article makes visible the problems around teachers’ knowledge regarding teaching and content management. It shows an experience of a proposal of Interdisciplinary Core Content (ICC) created by us for the Ministry of Education of Santa Fe, Argentina. Aided by Shulman’s questions and his missing paradigm, we formulate our own questions about the relationship between content and teaching: why is teaching a content-free domain? If it is a problem of curriculum and didactics, what can we do with these dissociated fields of study which need to keep coexisting in the same environment? Addressing the curriculum-didactics in teaching includes the interdisciplinary debates to set up contents. In the curriculum-society relationship, ICC are developed taking the social issues proper of each context about Human Rights, Climate Change, Violence, Energy, Culture, the Space, Nutrition and Health as starting points. As a micro-level curriculum policy, the selection and sequencing of content transforms into a teaching problem. While at the meso-level dialogue, the relationship between curriculum and didactics is strengthened. The event question about what is going on? shows its genealogical nature. This teaching scenario is established based on the didactic triad, conditioned by the institutional context and configured by the special characteristics of each one of the members of the class.
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Du Pont, Daniel, Jonathan Bar, James Baca, Krystal Hunter, Alexander Kuc, Aman Shah, and Gerard Carroll. "Assessing the Feasibility of On-Shift Simulation to Improve Capacity Assessments by EMS Clinicians." International Journal of Paramedicine, no. 5 (January 5, 2024): 118–24. http://dx.doi.org/10.56068/xcqz5297.
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Objective
Determining the decision-making capacity of patients in the prehospital setting is a high-risk area for EMS systems. This risk is only enhanced by the growing prevalence of mental, neurological, and substance use disorders. This study sought to evaluate the feasibility of on-shift simulation as an educational method, in this case to improve EMS clinicians’ ability and confidence in performing capacity assessments.
Methods
This was a prospective experimental feasibility study performed at an urban, tertiary, academic medical center that operates its own EMS service. All participants were active EMTs or Paramedics. Subjects completed a pretest containing 10 patient scenarios addressing specific components of a complete capacity assessment. For each, participants were asked to decide if the patient had capacity and to rate how confident they were. They then participated in a simulated encounter with a standardized patient, designed to evaluate and teach skills in capacity assessment. A post-scenario debrief and didactic session were conducted. Lastly, subjects took a post-test consisting of the same 10 scenarios and confidence assessments.
Results
22 subjects completed the study. While there was no significant difference between the number of scenarios answered correctly before and after the intervention (9.18 vs 9.27), participants’ confidence scores did significantly increase (87.2 to 95.2, p < 0.001). This increase was driven by scenarios pertaining to mild dementia, pediatrics, and substance use.
Conclusions
Prehospital clinicians were able to correctly assess capacity in a variety of scenarios. A didactic session including a simulated patient encounter led to a significant increase in participants’ confidence in performing capacity assessments. This study revealed specific areas in which clinicians would likely benefit from further education, but further research is needed to ensure generalizability.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT NANOTECHNOLOGY BEGINNING – FULLERENES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 20–31. http://dx.doi.org/10.48127/gu-nse/15.12.20.
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One of the main natural science education aims is the integral perception of the phenomena occurring in nature. Therefore, teachers have to be able to find and convey the pupils the links between separate natural sciences. For this, it is necessary to specially organise the teaching process itself, to prepare the teaching material. First of all, the material has to be distinguished which reflects interdisciplinary links, to choose the teaching forms, methods and ways. In the renewed natural science general programme, seeking to bring secondary education nearer to present day requirements and to improve pupils’ learning motivation, one of the most rapidly spreading science fields in the world – nanotechnology – is included. To what extent and how deep to analyse nanotechnologies, decides the teacher himself. Therefore, it is necessary for the teacher to be prepared to work in the constantly changing teaching environment, to be able to realise the newest interdisciplinary didactic principles, to use information communication technologies. By giving a sample lesson, natural science (physics, chemistry, biology) informatics and mathematics subject relation realisation didactic possibilities are revealed in the article. A sample scenario of the lesson Nanotechnologies: we produce a fullerene model, is presented. The lesson course is described, the tasks, integrating natural sciences, information technologies and mathematics are presented, extra tasks and the tasks for homework are foreseen.
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Anciuti, Andreia Nobre, Antonio Sergio Varela Junior, Talita Lobo Ochôa, Betina Keidann, Luisa Grecco Corrêa, Josiane de Lima Andrades, and Carine Dahl Corcini. "Didactic materials: Mannequin for canine abdominal and vaginal palpation." Research, Society and Development 10, no. 2 (February 25, 2021): e48810212847. http://dx.doi.org/10.33448/rsd-v10i2.12847.
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Compared to the veterinary education system decades ago, ethical and welfare questions are of major relevance in the current scenario. Therefore, certain learning practices involving in vivo animal studies are no longer performed. To overcome this limitation, the use of mannequins has emerged as an interactive and immersive method of learning that simulates a real situation. The aim of this work is development mannequins for improve physiology of the reproductive apparatus of a bitch. Here, we used a plastic canine prototype to simulate the abdominal and vaginal palpation technique. An abdominal incision was made, filled with synthetic fiber, and a fictional uterus was placed. In the same mannequin, an orifice was created that correspond to the vagina. This model greatly helped in training students in performing palpation techniques, conducting the static evaluation, and assessing maternal-fetal ratio. Moreover, the physiology of the reproductive canine prototype made possible the demonstration of abdominal and vaginal palpation. This practice of vaginal palpation was found to be of great value since several students could easily take the examination and identify different stages of canine gestation, which could hardly be achieved using animals. Mannequins have received good student acceptance owing to their safety and ease to use, and resulted in a better understanding of the procedure to perform future in vivo animal studies.
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T., Rehna, and Robin Joseph Abraham. "Effectiveness of case scenario-based learning over didactic lectures on teaching pediatric infectious diseases to undergraduate medical students." International Journal of Contemporary Pediatrics 6, no. 5 (August 23, 2019): 2137. http://dx.doi.org/10.18203/2349-3291.ijcp20193740.
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Background: Case scenario based learning offers an interactive approach in medical education. It can be either as case based or problem based. objectives of This study compared the effectiveness of Case scenario based learning (CBL) over didactic lectures (DL) among final year part II M.B.B.S students. It also compared the student’s perception between the two methods.Methods: This interventional study was done in the Department of Pediatrics, Al- Azhar Medical College, Kerala for a period of two months. The participants(n=120) were divided into two groups- A and B who had respectively attended three sessions of CBL and DL on Pediatric infectious diseases. A test was conducted at the end of each session and after 2 weeks in the form of SAQs. A questionnaire was given to the participants about their perception. The data was analysed in SPSS 16 using unpaired t test and Mann- Whitney U test.Results: The mean exam scores for immediate tests were 26.04±1.9 and 19.47±2.8 for Batch A and Batch B respectively. The mean exam scores for the test conducted after two weeks showed significant result with 24.0±2.56 and 18.58±4.03 for Batch A and B respectively. Comparison of student’s perception on Likert’s scale about the teaching method yielded significant difference for CBL over DL with p<0.001.Conclusions: Case scenario based learning is an innovative method which is sure to invoke more interest and academic excellence in medical students.
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Arias Navarro, Eduardo, Cesar Nahuel Moya, Fiorella Lizano-Sánchez, Carlos Arguedas-Matarrita, Cesar Mora Ley, and Ignacio Idoyaga. "Study of Free Fall Using an Ultra-Concurrent Laboratory at the University." International Journal of Online and Biomedical Engineering (iJOE) 20, no. 02 (February 14, 2024): 4–15. http://dx.doi.org/10.3991/ijoe.v20i02.43099.
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This article presents the results of the educational use of an ultra-concurrent laboratory during the second semester of 2022, in the Cisale Chair of the Common Cycle of the University of Buenos Aires in order to strengthen the experimental scenarios and quality of the process in the teaching of physics. For this purpose, a quantitative descriptive study in which 68 students participated was carried out. This allowed establishing a significant scenario with the implementation of the ultra-concurrent free-fall laboratory to enhance experimental development in physics teaching processes. It is concluded that remote laboratories are promising technologies for teaching physics at the university level. However, it should be clarified that the impact of an educational innovation does not only depend on the technology used, but also on the didactic design with which it is approached.
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Lavanya, KM, Lava Kumar Somu, and Sushant Kumar Mishra. "Effectiveness of Scenario-based Roleplay as a Method of Teaching Soft Skills for Undergraduate Medical Students." International Journal of Applied & Basic Medical Research 14, no. 2 (April 2024): 78–84. http://dx.doi.org/10.4103/ijabmr.ijabmr_431_23.
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Background: Despite the widespread acknowledgment of the need and significance of soft skills (SKs) in health professions education, the subject is not emphasized enough in training students. These skills can be taught to undergraduates through roleplay. Communication skills and teamwork were taught by scenario-based roleplay and assessed in this study. Objectives: The study aimed to implement scenario-based roleplay as a method of teaching communication skills and teamwork to undergraduate medical students and to assess their perceptions. Methodology: A prospective study was conducted in the simulation/skills laboratory among 41 Phase I undergraduate medical students. The SKs taught during the sessions included communication skills, empathy, and teamwork. Results: The mean of the responses obtained from Gap Kalamazoo Communication Skills Checklist score in the first encounter was 27.0, 38.12 in the second encounter, and 41.24 in the third encounter. The mean scores showed a statistically significant difference between E1 and E2, E1 and E3, and E2 and E3. Posttest scores of students to self-efficacy questionnaire showed significant improvement compared to pre-test scores. Students in the present study opined that they could learn the aspects that could not have been learned in didactic lectures about communication skills and teamwork. Conclusion: Scenario-based roleplay can be used as an effective method for teaching SKs such as communication skills and teamwork for undergraduate medical students. Different scenarios which replicate the real-life situations can be incorporated to help students to learn and face the real-life encounters.
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Del Toro, Zaily Patricia, Ana Carolina Mercado, Milton Pájaro Manjarres, Luis Fernando Noriega, Willington Watts, and Milton Lopez Sanchez. "Challenges in English Teaching and Learning in Colombia." English Language Teaching 12, no. 4 (March 12, 2019): 57. http://dx.doi.org/10.5539/elt.v12n4p57.
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This article presents a reflection on the educational scenario that permeates the teaching of English as a foreign language (EFL) in its political, methodological, didactic, curricular and investigative dimensions. A description of the current English reading comprehension level in the national context is presented. On the other hand, from a transformative conception in which educational practices must be developed, different elements aiming to the development of formative practices are explored. This is achieved, with the active participation of all the subjects that participate in the educational process by conducting research, which plays a fundamental role that contributes to achieve the emancipation of human beings and the transformation of the environment where they live.
Furthermore, this article invites readers to think about and transform the pedagogical practices that are around the teaching of English as a foreign language in Colombia, Latin America and the whole world. This is possible to be achieved, from a resignification of the curriculum and emerging didactics, focused on research and the multidimensionality of human beings.
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Li, Chih-Huang, Win-Sen Kuan, Malcolm Mahadevan, Lynda Daniel-Underwood, Te-Fa Chiu, and H. Bryant Nguyen. "A multinational randomised study comparing didactic lectures with case scenario in a severe sepsis medical simulation course." Emergency Medicine Journal 29, no. 7 (July 27, 2011): 559–64. http://dx.doi.org/10.1136/emermed-2011-200068.
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Lotti, Patrizia, and Lorenza Orlandini. "Service Learning and LifeComp framework: analysis of experiences in distance education." Research on Education and Media 14, no. 1 (June 1, 2022): 46–54. http://dx.doi.org/10.2478/rem-2022-0006.
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Abstract In the context of the COVID-19 emergency, the closure of Italian schools from March 2020 has imposed the full use of distance learning, as well as a general rethinking of time, space and teaching/learning methodologies. In this study, we will introduce the outcomes of an analysis carried out on the planning of Service Learning (SL) activities that took place during the professional training course called ‘All’Avanguardia per l’innovazione’. The course, which was designed before the pandemic, has been redesigned during the health emergency and required teachers to write a project work on didactic planning in SL. From the perspective of distance learning, didactic planning has integrated the ‘virtual’ component and become E-Service Learning or Virtual-Service Learning. This planning has been analysed in relation to the LifeComp framework because it fosters the development of the competences that are necessary to manage the complexity of the current scenario, it perfectly integrates with the identifying elements of SL and includes some indicators of the DigComp framework that aims at the development of student, teacher and school digital skills that are necessary to manage distance learning. The first outcomes of the analysis highlight how didactic planning covers the development of the different competences promoted by the LifeComp framework.
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Pacheco-Muñoz, Ever, Estela Juárez-Ruiz, and Eric Flores-Medrano. "CONOCIMIENTO DIDÁCTICO DEL CONTENIDO EN LA ENSEÑANZA DE LA LOCALIZACIÓN EN EL PLANO CARTESIANO." Investigación e Innovación en Matemática Educativa 7 (2022): 1–20. http://dx.doi.org/10.46618/iime.143.
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The objective of this research was to characterize the pedagogical content knowledge put into play in the design of a plan for teaching location in the Cartesian plane. For this purpose, the theoretical model Mathematics Teacher's Specialized Knowledge (MTSK) was used as an analytical tool to study the knowledge mobilized by the teacher. The methodology was qualitative through an instrumental case study with a Colombian teacher. The information was collected through the design of a lesson plan and a semi-structured interview. As a result of the analysis, descriptors were obtained that theoretically grounded the knowledge mobilized by the teacher. The lesson plan was shown to be a favorable scenario for studying the teacher's didactic knowledge used in the teaching of mathematics. The fact of knowing different teaching strategies, students' expectations and interests, and possessing knowledge of the mathematical competences to be developed, allows the teacher's didactic contributions to be seen as additional knowledge to mathematical knowledge.
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Fiala, Valentin, Bernhard Freyer, Milena Klimek, and Alexandre Fahringer. "How do you teach transdisciplinary competences for food and farming systems research? Insights from the course “System Analysis and Scenario Technique”." Open Agriculture 3, no. 1 (December 1, 2018): 553–66. http://dx.doi.org/10.1515/opag-2018-0059.
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Abstract In this paper we evaluate whether the course “System Analysis and Scenario Technique” at BOKU University can equip students with the necessary competencies to perform transdisciplinary research to foster the integration of science, technology, policy and practice. Furthermore, we investigate what the most effective didactic methods applied in the course are, and whether the course qualifies as transdisciplinary pedagogy. The course follows the simplified framework of a transdisciplinary case study and tries to transfer such an approach into the traditional curricula of Master programs. An online survey among former participants of the course was conducted. Results for the years 2015/16 and 2016/17 indicate that the course indeed has potential to increase transdisciplinary competencies among participants and could therefore qualify as transdisciplinary pedagogy. Students expressed that work with real-world cases and stakeholders from outside the university was the most effective didactic method. However, the study also showed that there were limits in integrating real-world cases within the course. Students complained about the high workload and time constraints. Short-term solutions might include optimizing case selection and student guidance. Long-term solutions beg for a reorganization of traditional Austrian curricula that would allow for the appropriate arrangement of the course with other classes. These results highlight some of the advantages, but also drawbacks of moving transdisciplinary education outside of standard curricula.
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Werman, Howard A., David R. Keseg, Mayer Glimcher, Carol Schumacher, Steven Shaner, and Charles G. Brown. "Retention of Basic Trauma Life Support Skills." Prehospital and Disaster Medicine 5, no. 2 (June 1990): 137–44. http://dx.doi.org/10.1017/s1049023x00026716.
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AbstractThe Basic Trauma Life Support (BTLS) course was developed to teach prehospital providers a rapid, prioritized approach to assess and manage the trauma victim. Little data currently are available relative to the retention of the cognitive and psychomotor skilk taught in the course. To examine this question, thirteen paramedics were retested on identically moulaged trauma scenarios and written examinations 14–16 months after initial training in BTLS. No advanced notification of the re-test was given. Written test scores decreased from an initial mean of 93.0±6.6 to a mean of 64.9±11.8 (p<0.001) 14–16 months later. Similarly, the trauma scenario test scores declined from 71.6±10.4 to 61.3±16.2 (p<0.05). The results suggest that there is significant loss of both didactic information and practical skills from the BTLS course 14–16 months after training. Frequent BTLS refresher training in the form of supplemental readings, lectures, and repeated exposures to trauma simulations is needed.
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Dornaleteche, Jon, and Andrés Domínguez Sahagún. "Online Oratory®." International Journal of Knowledge Society Research 5, no. 3 (July 2014): 1–14. http://dx.doi.org/10.4018/ijksr.2014070101.
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New ITCs have proven to be useful tools for implementing innovating didactic and pedagogical formula oriented to enhance students' en teachers' creativity. The up-and-coming massive e-learning and blended learning projects are clear examples of such a phenomenon. The teaching of oral communication offers a perfect scenario to experiment with these formulas. Since the traditional face to face approach for teaching ‘Speech techniques' does not keep up with the new digital environment that surround students, it is necessary to move towards an ‘Online oratory' model focused on using TEL to improve oral skills.
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Lappas, Pantelis Z., and Manolis N. Kritikos. "Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-based Learning." Higher Education Studies 8, no. 1 (February 6, 2018): 42. http://dx.doi.org/10.5539/hes.v8n1p42.
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The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework is based on the Process of Scientific Inquiry (PoSI), while it consists of three pillars, each characterized by the use of a particular cognitive tool: Algorithm for presenting a list of steps to follow in order to solve a problem, CMAP software for constructing concept maps and MATLAB software for computer programming. In addition to this, a WebQuest Scenario can be used as an “auxiliary” cognitive tool by providing students with the opportunity to combine technology (e.g., MATLAB and CMAP software) with educational concepts (e.g., optimization), and to incorporate inquiry-based learning (i.e., PoSI). Introducing these cognitive tools to the design of the proposed didactic framework provides considerable potential of knowledge consolidation with reference to solving complex numerical problems using efficient algorithms.
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Mohan, Charu, Bindu T. Nair, and Deepak Rath. "Introduction of Team-Based Learning Strategy for Teaching Medicine to Undergraduate Medical Students in a North Indian Medical College." Medical Journal of Dr. D.Y. Patil Vidyapeeth 16, no. 6 (2023): 891–99. http://dx.doi.org/10.4103/mjdrdypu.mjdrdypu_341_21.
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ABSTRACT Background: Newer methods of teaching which are student centered and using “active learning” techniques are being explored with a broader goal of application of knowledge than only acquisition of knowledge. This study is an effort to explore the use of one such active instructional strategy – team-based learning (TBL) to promote better education. Materials and Methods: The project was carried out in the Department of Medicine, Army College of Medical Sciences, New Delhi. Participants included the 2nd year MBBS students of 2015 Batch. One week prior to the study, the students were sensitized and were divided into seven teams. The first step was preclass preparation (learning resources for guidance given by the faculty), followed by Individual Readiness Assurance Test (IRAT) by MCQs. The final step was discussion of these questions as a team and scoring in the Group Readiness Assurance Test (GRAT). At the end of session, the students were given a feedback questionnaire to obtain their perceptions, attitudes, and acceptance of the TBL method. Results: A total of 56 MBBS students participated in the study. The scores obtained by GRAT were significantly better compared to IRAT. Furthermore, 83% of students reported that solving real-life clinical scenario questions helped more in retention of knowledge than by didactic lectures. TBL classes were acceptable and desired by 67.9% for future. However, 71.4% preferred the mixed method of both didactic lectures and TBL sessions. Conclusion: The study concluded that TBL is viewed favorably by medical students. It encouraged active participation of the students in group discussions resulting in improved performance in the class. However, a combination of traditional didactic lectures and TBL was preferred to didactic lectures or TBL alone by the students.
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Meiss, Alberto, Héctor Jimeno-Merino, Irene Poza-Casado, Alfredo Llorente-Álvarez, and Miguel Ángel Padilla-Marcos. "Indoor Air Quality in Naturally Ventilated Classrooms. Lessons Learned from a Case Study in a COVID-19 Scenario." Sustainability 13, no. 15 (July 28, 2021): 8446. http://dx.doi.org/10.3390/su13158446.
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This paper describes the implementation of a series of ventilation strategies in a nursery and primary school from September 2020, when the government decided to resume the students’ face-to-face activity in the middle of a COVID scenario. Air quality and hygrothermal comfort conditions were analysed before the pandemic and compared for different ventilation configurations in a post-COVID scenario. Ventilation strategies included the protocols issued by the Public Administration, while others were developed based on the typological configuration and use of the school. Results revealed that it is advisable to implement certain strategies that reduce the risk of infection among the occupants of the spaces, without a significant decrease in hygrothermal comfort. Given the importance of maintaining better IAQ in the future within classrooms, and regarding the pre-COVID situation, these strategies may be extended beyond this pandemic period, through a simple protocol and necessary didactic package to be assumed by both teachers and students of the centre.
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Hunt, Geoffrey, Christine Merzeder, and Iren Bischofberger. "A tool for the consensual analysis of decision-making scenarios." Nursing Ethics 25, no. 3 (May 25, 2016): 359–75. http://dx.doi.org/10.1177/0969733016642628.
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The authors believe there is a need for novel ways of enhancing professional judgment and discretion in the contemporary healthcare environment. The objective is to provide a framework to guide a discursive analysis of an ongoing clinical scenario by a small group of healthcare professionals (4–12) to achieve consensual understanding in the decision-making necessary to resolve specific healthcare inadequacies and promote organisational learning. REPVAD is an acronym for the framework’s five decision-making dimensions of reasoning, evidence, procedures, values, attitudes and defences. The design is set out in terms of well-defined definitions of the dimensions, a rationale for using REPVAD, and explications of dimensions one at a time. Furthermore, the REPVAD process of application to a scenario is set out, and a didactic scenario is given to show how REPVAD works together with a sample case. A discussion is fleshed out in four real life student cases, and a conclusion indicates strengths and weaknesses and the possibility of further development and transferability. In terms of findings, the model has been tried, tested and refined over a number of years in the development of advanced practitioners at university healthcare faculties in two European countries. Consent was obtained from the four participating students.
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VANDEVENTER, ANNE, and MARIE-JOSÉE HAMEL. "Reusing a syntactic generator for CALL purposes." ReCALL 12, no. 1 (May 2000): 79–91. http://dx.doi.org/10.1017/s0958344000000914.
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This article presents briefly the advantages and disadvantages of reusing natural language processing (NLP) tools in the CALL context. The issue is addressed through the description of GBGen, a sentence generation system. The abstract semantic representation used as input for the generator is described, as well as the actual generation process, from a deep structure to a grammatical sentence through transformations and the application of morphology. The possible didactic value of such a tool is then evaluated and the outline of a CALL scenario given. Finally, proposed adaptations of the generator for the CALL context are discussed.
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Мельник, Євгеній Юрійович. "Visual presentation of publicistic texts as a basis for developing didactic scenario to teach speaking and writing in French." Scientific and methodological journal "Foreign Languages" 102, no. 2 (May 20, 2020): 14–20. http://dx.doi.org/10.32589/1817-8510.2020.2.203588.
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Presti, Maria Vittoria Lo. "Second Language Distance Learning: The Issue of Language Certification in the Time of COVID-19." European Journal of Education 3, no. 2 (October 15, 2020): 1. http://dx.doi.org/10.26417/755hnh40a.
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Language teaching has undergone numerous changes as a result of COVID-19, and has adapted to the new scenario and digital tools. While the programs for university and language school courses have been modulated to the new teaching conditions, language courses aimed at obtaining certifications require the final exam to remain the same. The present study focuses on eight adult students of Italian as a foreign language. These adults are interested in certification and were previously enrolled in a language course in Italy, but this course was transformed into an online offering due to the coronavirus. Some questions arose: how can one ensure the continuity of the new online language course? What didactic activities and teaching materials could be applied to facilitate online teaching aimed at obtaining a language certification? The aim of this study is to look at the pros and cons of online teaching for obtaining a language certification, and at effective methods and operational procedures for online teaching during COVID-19. The study results have been collected from the teacher’s own didactic experience and through distance learning questionnaires to which the students were subjected.
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De Albuquerque, João Porto. "Aspectos sociotécnicos da computação: contextualizando o desenvolvimento de sistemas de computação com o modelo Mikropolis." Revista de Informática Teórica e Aplicada 14, no. 2 (December 20, 2007): 181–97. http://dx.doi.org/10.22456/2175-2745.5695.
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This paper discusses the need of considering sociotechnical aspects
in the scientific and professional practice of computing. In the pursuit of this goal, the paper firstly places the research on sociotechnical aspects of computing in a historical context and outlines the current research scenario in the area. Subsequently, the Mikropolis Model is explained—a model developed to provide orientation to the practical activities of the computing professional in respect to the social aspects of these activities. Furthermore, the paper discusses how to bring the model closer to the particular Brazilian context, in order to achieve analytical and didactic instruments especially suited to the reality in Brazil.
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Filipowska, C., R. Clark, W. Thomas-Boaz, M. Hillier, K. Pardhan, S. DeSousa, A. Ryzynski, N. Kester-Greene, and Z. Alsharafi. "MP15: Innovative use of simulation to consolidate pediatric didactic curriculum. A pilot in emergency department continuing medical education." CJEM 20, S1 (May 2018): S45. http://dx.doi.org/10.1017/cem.2018.169.
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Introduction: Our emergency department (ED) sees a low volume of high acuity pediatric cases. A needs assessment revealed that 68% of our Emergency Physicians (EP) manage pediatric patients in less than 25% of their shifts. The same percentage of EPs as well as ED nurses indicated they were uncomfortable managing a critically unwell neonate. Thus, an interprofessional curriculum focused on pediatric emergencies for ED staff was developed. In-situ simulation education was chosen as the most appropriate method to consolidate each didactic block of curriculum, and uncover important system gaps. Methods: Needs assessment conducted, and emerging themes informed IPE curriculum objectives. A committee of experts in simulation, pediatric emergencies and nursing education designed a full-day, RCPSC accredited, interprofessional in-situ simulation program. Results: Progressive segmental strategy maximized learning outcomes. The initial phase (2 hrs) comprised an” early recognition of sepsis” seminar and 4 rotating skills stations (equipment familiarity, sedating the child, IV starts, and mixing IV medication). This deliberate, adaptive, customized practice was enhanced by expert facilitation at each station, directly engaging participants and providing real-time feedback. The second phase allowed interprofessional teams of MDs, RNs and Physician Assistants to apply knowledge gained from the didactic and skills stations to in-situ simulated emergencies. Each group participated in two pediatric emergency scenarios. Scenarios ran 20 minutes, followed by a 40 minute debrief. Each scenario had a trained debriefer and content expert. The day concluded with a final debrief, attended by all participants. Formalized checklists assessed participants knowledge translation during simulation exercises. Participants assessed facilitators and evaluated the simulation day and curriculum via anonymous feedback forms. Debriefing sessions were scribed and knowledge gaps and system errors were recorded. Results were distributed to ED leaders and responsibilities assigned to key stakeholders to ensure accountability and improvement in system errors. Results All participants reported the experience to be relevant and helpful in their learning. All participants requested more frequent simulation days. System gaps identified included: use of metric vs imperial measurements, non-compatible laryngoscope equipment, inadequate identification of team personnel. As a result, the above-mentioned equipment has been replaced, and we are developing resuscitation room ID stickers for all team roles. Conclusion: Simulation as a culmination to a didactic curriculum provides a safe environment to translate acquired knowledge, increasing ED staff comfort and familiarity with rare pediatric cases. Additionally, is an excellent tool to reveal system gaps and allow us to fill these gaps to improve departmental functioning and safety.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT HEAT TRANSFER PHYSICAL MODEL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 2 (August 25, 2015): 75–86. http://dx.doi.org/10.48127/gu-nse/15.12.75.
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One of the natural science education aims is to help students understand what is going on in nature, how and why? In other words, how natural phenomena function. Quite often, going deeper into natural phenomena, seeking to cognise them, we split the cognition process itself into separate spheres or parts. In this case we have separate teaching/learning subjects, such as Biology, Physics, Chemistry and other. It is understandable in itself, in order to sufficiently exhaustively perceive and understand the analysed spheres. On the other hand, it is equally important to integrally perceive the phenomena and/ or processes going on in nature. In the second part of the 20th century, the developing synergetics states, that everything in nature is integrally interrelated. Education science and practice constantly search for the ways how to realise transdisciplinarity in natural science education process. Integrated education programmes are created and improved and the other teaching/learning devices. However, integrated natural science education content is the only one from the system elements. Integral and transdisciplinary should be the process itself. One of the ways to realise such process is Natural science and Maths teachers’ cooperation. In this analysis, relationship realisation didactic possibilities between the subjects of Natural science (Physics, Chemistry, Biology) and Maths are analysed, analysing heat transfer model. Giving one lesson example, Natural science (Physics, Chemistry, Biology) and Maths subject relationship realisation didactic possibilities are revealed in the presented analysis. Specimen scenario of the heat exchange research Water containing a clay jug is presented. The pupils, having performed the experiment in Natural science lessons, draw the graphs of temperature and humidity change in time, integrally analyse the results obtained during the experiment. For the result analysis they apply Mathematics knowledge about dependent and independent variables, remember how the relationship between two variables is expressed by graphs. The lesson’s structural parts are presented: discussion of theoretical material, explanation of practical work meaning and experiment procedure, the experiment and the task performance, discussion of the obtained results and their meaningfulness will enable natural science teachers to give a lesson about heat transfer, using integration possibilities. The research is carried out during implementation of the international project „Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results“. Number of the contract: 539242-LLP-1-2013-1-AT-COMENIUS-CMP/. Key words: integrated education programmes, heat transfer, science education, science teachers, transdisciplinarity in science education.
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Devlin, John W., Francois Marquis, Richard R. Riker, Tracey Robbins, Erik Garpestad, Jeffrey J. Fong, Dorothy Didomenico, and Yoanna Skrobik. "Combined didactic and scenario-based education improves the ability of intensive care unit staff to recognize delirium at the bedside." Critical Care 12, no. 1 (2008): R19. http://dx.doi.org/10.1186/cc6793.
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Mitha, Samrah, Marie Dezine, Sweta Tewary, Vincent Guida, Hadi Masri, Naushira Pandya, and Elizabeth Oviawe. "DESIGN AND DEVELOPMENT OF VIRTUAL REALITY APPLICATION: AGE-FRIENDLY HEALTH SYSTEM SCENARIO." Innovation in Aging 7, Supplement_1 (December 1, 2023): 809–10. http://dx.doi.org/10.1093/geroni/igad104.2612.
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Abstract With an increase in the aging population, evidence-based practice education can help strengthen knowledge, skills, and clinical practice for healthcare students caring for older adults. Age Friendly Health Systems (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. While didactic education is still the primary force in teaching medical students, innovative methods are being included in the medical curriculum to practice competency. Virtual Reality (VR) platforms are popular due to their ability to provide an immersive hands-on learning experience resembling an actual medical practice. The immersion abilities engage the students’ sensory organs promoting an innovative way of learning concepts that are difficult to teach in real life. The project’s objective was to develop and publish a case highlighting AFHS that can help educate medical students on the 4Ms (Mobility, Mentation, Medication Management, and What Matters). The case was completed in multiple phases 1) using a design document modified through multiple edits and reviews by our interprofessional team; 2) technical development including environment, objects, and interfaces of the application; and 3) publication. The VR case displays four scenarios where an elderly patient is admitted for a hip fracture. Students learned how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHS. The case is integrated in the geriatric curriculum for medical students, and the education is ongoing. Future studies will evaluate the learning outcomes of medical students.
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Gavish, Bella, and Sarah Shimoni. "Elementary School Teachers' Desired Model for the Inclusion of Students with Disabilities." Journal of International Special Needs Education 16, no. 2 (October 1, 2013): 114–28. http://dx.doi.org/10.9782/2159-4341-16.2.114.
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Abstract The study sought to determine which kind of models are suitable for the inclusion of students with disabilities in school and classroom settings, based on the views of general education teachers. Israeli general education teachers were asked to create a constraints free, 'Best case scenario' model, for the implementation of inclusion. Participants had difficulties visualizing a 'constraints free' scenario, thus most of them preferred to suggest some particular ideas for improving the actual situation. The teachers' responses enabled us to build a single composite model that contains within it seven dimensions: the awareness dimension, the moral dimension, the knowledge dimension, the organizational dimension, the ecological-logistical dimension, the social dimension, and the pedagogic-didactic dimension. These seven dimensions surround a “core” that is concerned with: cultivating a new school climate and language in which inclusion is an integral component of the school's overall character − under the leadership of the school principal. The model's uniqueness lies in its apparent richness, its net-like structure, its holism and − particularly − in its “emergence from the field”.
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Syskowski, Sabrina, Chantal Lathwesen, Nikolai Maurer, Antje Siol, Ingo Eilks, and Johannes Huwer. "Interactive Learning with iPads and Augmented Reality: A Sustainability-Oriented Approach to Teaching Plastics Chemistry." Sustainability 16, no. 8 (April 16, 2024): 3342. http://dx.doi.org/10.3390/su16083342.
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As the use of handheld devices continues to proliferate in both private and educational sectors, critical questions emerge concerning the end-of-life management of materials and strategies to curtail waste generation. Augmented reality (AR) technology presents novel avenues for engaging students in science education. This paper presents a novel didactic methodology through a tablet-based, digitally enriched learning scenario that focuses on the properties, synthesis, substitution, and recycling of plastics, particularly in the context of iPads. The scenario utilizes AR technology to provide new perspectives on plastics’ chemistry, fostering interest and understanding. Additionally, the present study employs quantitative methods to investigate the impact on situational interest and understanding concerning learning with iPads and learning about plastics used in iPads on students. The analysis also includes an examination of attitudes toward learning experiences based on AR. A total of 65 secondary students participated in the study. The findings contribute to the ongoing debate on context-based learning and its impact on students’ interest and engagement in science education.
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Báez, Ana Mercedes, Olga Lidia Pérez-González, and Bartolo Triana-Hernández. "Propuesta didáctica basada en múltiples formas de representación semiótica de los objetos matemáticos para desarrollar el proceso de enseñanza aprendizaje del cálculo diferencial." Academia y Virtualidad 10, no. 2 (July 1, 2017): 20–30. http://dx.doi.org/10.18359/ravi.2743.
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In the article a didactic proposal is made, which envisions the development of the procedural activity through the semiotic representations of the processes of variation and change, as a scenario for the formation of concepts in the learning process of the Differential Calculus, and how it uses the mathematical assistant DERIVE, as a platform for its performance. The theoretical framework is given by the use of multiple registers of semiotic representations as a way to achieve the nexus between conceptual and procedural understanding. It was demonstrated, through the experimental validation, that with this approach the students significantly improve their performance in the solution of mathematical exercises, which was the objective of the research
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Glazkova, E. "Education by Means of Artistic Works of the Ability of Younger Schoolchildren to Follow the Rules of Etiquette." Primary Education 10, no. 6 (December 12, 2022): 43–46. http://dx.doi.org/10.12737/1998-0728-2022-10-6-43-46.
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The article discusses the problem of familiarizing younger students with the rules of etiquette based on the analysis of works of art. The author proposes a scenario for a possible lesson in the second grade on the subject "World-Around-Us", dedicated to the study of the rules of behavior at the table, during which various creative exercises and didactic games are used on the content of the text of a fairy tale. This stimulates the interest of children in the topic being studied, allows them to successfully master the proposed material, as well as develop the abilities of younger schoolchildren in various types of creative activity and the ability to cooperate in the course of it.
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Blattgerste, Jonas, Kristina Luksch, Carmen Lewa, and Thies Pfeiffer. "TrainAR: A Scalable Interaction Concept and Didactic Framework for Procedural Trainings Using Handheld Augmented Reality." Multimodal Technologies and Interaction 5, no. 7 (June 22, 2021): 30. http://dx.doi.org/10.3390/mti5070030.
Full textAbstract:
The potential of Augmented Reality (AR) for educational and training purposes is well known. While large-scale deployments of head-mounted AR headsets remain challenging due to technical limitations and cost factors, advances in mobile devices and tracking solutions introduce handheld AR devices as a powerful, broadly available alternative, yet with some restrictions. One of the current limitations of AR training applications on handheld AR devices is that most offer rather static experiences, only providing descriptive knowledge with little interactivity. Holistic concepts for the coverage of procedural knowledge are largely missing. The contribution of this paper is twofold. We propose a scalabe interaction concept for handheld AR devices with an accompanied didactic framework for procedural training tasks called TrainAR. Then, we implement TrainAR for a training scenario in academics for the context of midwifery and explain the educational theories behind our framework and how to apply it for procedural training tasks. We evaluate and subsequently improve the concept based on three formative usability studies (n = 24), where explicitness, redundant feedback mechanisms and onboarding were identified as major success factors. Finally, we conclude by discussing derived implications for improvements and ongoing and future work.