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1
Burden, Bob. "Illuminative evaluation." Educational and Child Psychology 15, no. 3 (1998): 15–24. http://dx.doi.org/10.53841/bpsecp.1998.15.3.15.
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This paper traces the origins of the notion of illuminative evaluation as an alternative approach to examining the effectiveness of educational institutions and innovations in contrast to the positivist paradigm traditionally favoured by psychologists. The key elements of an illuminative approach are identified and incorporated into a recently constructed model which is illustrated by reference to an ongoing school-focused project. It is suggested that such an approach has a great deal to offer to systems-oriented educational psychologists and those involved in work of a consultancy nature.
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Andrushchak, G. "Student Evaluation of Faculty: Management Innovations at Russian Universities." Voprosy Ekonomiki, no. 6 (June 20, 2007): 106–15. http://dx.doi.org/10.32609/0042-8736-2007-6-106-115.
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The author describes basic functions of the student evaluation of faculty systems, discusses the main controversies and results of empirical research and considers the problem of possible biases in the quality evaluation in such systems. The article examines different institutional factors which limit the use of these systems. Special attention is paid to the Russian educational market.
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Titko, Jelena, and Jekaterina Bierne. "Competence Development of Young Entrepreneurs Through Educational Innovations." Marketing and Management of Innovations, no. 3 (2019): 255–64. http://dx.doi.org/10.21272/mmi.2019.3-19.
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The questions regarding interactive methods of teaching, self-studying, active learning, as well as an implementation of a competency-based approach into study process, have been actively discussed by educational experts, authorities, scholars and teaching practitioners during the last decade. Probably, the main issue is to encourage students to participate in classroom activities and to promote successful learner-tutor cooperation. The research was aimed to evaluate the progress in entrepreneurial competencies perceived by students, participating in a specific 2-days long entrepreneurship workshop. The workshop content and schedule was designed within the framework of the international project «Strategic Partnership for Innovation and Development of Entrepreneurship». The format of the organized workshops was created during the project by the partner organizations. It is a unique teaching instrument, encouraging entrepreneurial skills and innovative spirit among students. After the workshop, the participants (students and mentors) were surveyed, using the specially designed questionnaire. One of the question blocks involved the list of competencies, which were offered for evaluation according to the criterion «progress», using 5-point scale (1 – the level stayed the same; 5 – the level really increased). The results were processed, using the methods of frequency analysis and ranking. Thus, the main goal of the paper is to reflect the results of the conducted survey in order to test the quality and success of the specific teaching method. The results indicated the substantial perceived increase in such competences, as Collaborative working, Decision making & Problem-solving, Managing Performance, Commitment to Excellence, Speaking and Listening Skills, Presentation Skills, as well as Self-motivation. The obvious conclusion is that such kind of interactive teaching methods is the most valuable in management teaching. However, additional peer consulting and evaluation block could be useful at the stage of the initial presentation of the business idea. The results of the research (and the idea of such workshop) can be useful for any academic staff member engaged into the study process and working with students of programmes «Entrepreneurship», «Management», «Business economics» and related ones Keywords: innovations in education, competences, entrepreneurship workshop, Latvia, students, survey.
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IVANOVA, O. A. "EVALUATION OF THE CONTRADICTIONS OF TRADITIONS AND INNOVATIONS IN THE SYSTEM OF HIGHER EDUCATION MANAGEMENT: SOCIOLOGICAL RESEARCH." Historical and social-educational ideas 10, no. 3/2 (August 4, 2018): 95–103. http://dx.doi.org/10.17748/2075-9908-2018-10-3/2-95-103.
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The author in the article on the basis of the results of a specific sociological study shows the importance of traditions and innovations in the system of managing Russian higher education to ensure the educational security of the state in the conditions of the transition of the world economy to science-intensive technologies, the unification of legislation, and the integration of production. The technology of investigating the problem is presented on the basis of a complex of theoretical and empirical methods. The methodology of studying education as an open system in which traditions are subjected to destruction by the forces and means of a hybrid war is revealed. Possible threats, dangers, objectivity and subjectivity of the conflict of traditions and innovations in the management system of higher education are shown. The author substantiates the necessity to minimize the conflict by the organization of strategic management of the main institutions of the society. The shortcomings of our system of higher education management are revealed, which do not allow implementing the best practices of the Bologna process. The rationale for introducing innovations and preserving domestic traditions is presented. The ways of prevention of conflicts of traditions and innovations in the system of management of higher education in Russia are determined. The results of the study of the conflict of traditions and innovations in the system of management of Russian higher education showed that the introduction of Western educational innovations led to destructive conflicts. The main reasons for the contradictions between traditions and innovations are shown.
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Havrylenko, Tatiana. "THE ELEMENTARY SCHOOL EDUCATIONAL PROCESS INNOVATIONS IN UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 42–57. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-4.
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It is argued that the educational process in elementary school in this period was innovative, namely: in the organization (transition to the semester education system, reducing the school year and increasing the length of the holidays; restructuring the school week, reducing the lesson’s duration to 40 minutes, the opportunity to receive primary education in the individual form of education); in teaching methods (improvement and adaptation of traditional methods to new goals and content of primary education, distribution of the game, testing the method of art projects); in the forms of educating organization (a variety of lessons on the content, structure and methods of activity, the distribution of non-standard lessons, as well as excursions and competitions, the introduction of integrated lessons; the elimination of homework in the 1st class); in monitoring and evaluation (introduction of tests; introduction of final certification at the end of the year and since 2000 - state final certification for pupils of 3 (4) classes; transition to verbal evaluation in 1st class; transfer of all students to the next class regardless of the grades, which made it possible to eliminate the phenomenon of “repetition”; since 2001 - the introduction of a 12-point assessment system; the conclusion of the assessment for the behavior of the category of "mandatory").
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Cheung, Derek. "Refining a Stage Model for Studying Teacher Concerns about Educational Innovations." Australian Journal of Education 46, no. 3 (November 2002): 305–22. http://dx.doi.org/10.1177/000494410204600305.
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This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.
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Alric, Jolie M., Lea A. Theodore, and Melissa A. Bray. "Behavior psychology in the schools: Innovations in evaluation, support, and consultation." Psychology in the Schools 41, no. 3 (2004): 404–5. http://dx.doi.org/10.1002/pits.10170.
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Синельников, И., and I. Sinel'nikov. "How to Evaluate the Effect of School Educational Innovations in Russia in 2000-2010’s: Ways to Overcome Research Problems and Risks." Standards and Monitoring in Education 7, no. 5 (November 25, 2019): 46–53. http://dx.doi.org/10.12737/article_5dc539fab986e8.06950383.
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The article is devoted to the problem of scientifi c research and evaluation of innovative processes in Russian school education. The article indicates the one-sidedness of the existing approach to the analysis and evaluation of the eff ectiveness of educational innovations; reveals the main reasons for the prevailing in science and politics uncritical, “hassle-free” view of the eff ectiveness of introduced innovations; promising ways to overcome existing research problems and risks are proposed.
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Jucha, Peter, and Tatiana Corejova. "STUDENTS 'OPINION OF A SELECTED EDUCATIONAL INSTITUTION ON THE USE OF TECHNOLOGICAL INNOVATION IN ORDINARY LIFE." Proceedings of CBU in Natural Sciences and ICT 2 (October 24, 2021): 34–40. http://dx.doi.org/10.12955/pns.v2.150.
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Technological progress is becoming more significant every year, and people are witnessing a number of innovations that are becoming part of their daily lives. The development of technology is advancing at great speed because the needs and requirements of people are becoming more and more difficult to meet, and so innovations are being developed to help fulfill these needs. However, not all people accept technological progress and innovation positively. The aim of the paper is to evaluate the opinion of people, specifically students of the selected higher education institution, on new technologies and innovations. In particular we wish to evaluate their general attitude towards technological innovation, but also their views on the use of specific technologies such as robots, drones or autonomous vehicles. Students' responses as to whether they would like them and whether they would be satisfied with the aforementioned innovations being widely used in the future vary. Some would benefit from the use of such innovations, others would not. Some students don't like it because people could lose their jobs and others don't really believe in such innovations. The results of the paper provide an evaluation of all the answers given by the students.
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Reyad MUSTAFA, Eman, and Heba AbuZayyad- NUSEIBEH. "THE EXTENT OF EMPLOYING INSTRUCTIONAL TECHNOLOGY IN JERUSALEM'S GOVERNMENT SCHOOLS, AND WAYS TO ACTIVATE THEM FROM THE TEACHERS PERSPECTIVE." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 64–87. http://dx.doi.org/10.47832/2717-8293.20.4.
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The purpose of the study is to determine the extent to which education technology innovations are employed in the government schools of the Jerusalem Directorate from the point of view of the teachers and the ways to activate them. The population of the study consisted of all teachers of government school in Jerusalem Directorate, in which a stratified random sample was chosen from the population. The researchers used the descriptive method, the study was applied using four domains: Classroom Area, Communication Skills, Distance Education, and Evaluation. The validity and reliability of the questionnaire were examined by appropriate statistical methods. The results of the study showed that the employment of educational technology innovators in education in the government schools in the Jerusalem Directorate from the point of view of teachers came to a degree "medium" in total grade, for each of the four domains, the absence of statistically significant differences between the estimates of the study sample members of the extent to which educational technology innovations are employed from the teachers’ point of view due to the variables of school stage, academic qualification, and years of experience, and statistically significant differences between the estimates of study sample members to recruit education technology innovations from the point of view of teachers attributable to gender variables in favor of females, the school gender variant for female schools. The study recommended the need to continue holding training workshops periodically for teachers on how to employ educational technology innovations in the educational process, and the need to provide all necessary equipment, devices and the Internet to help teachers employ educational technology innovations. Keywords: Technology İnnovations, İnstructional Technology İnnovations, Technology Activating Methods, Government School
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Et al., Piyanun Klaichun. "Evaluation of Guidelines for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Innovator." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3924–28. http://dx.doi.org/10.17762/pae.v58i1.1433.
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This research was aimed to 1) determine the current and desirable states, and the priority needs index for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Model. Mixed methods research was employed and undertaken in 2 phrases. Phase 1 investigated the model. The qualitative research approach to multiple case study collected data from 2 case studies in order to provide a profound understanding of the subject being investigated and allow for applying the research results to similar context. Phrase 2 investigated the priority needs index for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Model. Phase 2 utilizing interviews with 30 experts in human resource development, digital technology, and education administration. Instruments comprise structured questionnaires, guidelines propriety, and feasibility evaluation form. Analyses involve descriptive statistics i.e. frequency, percentage, mean, and standard deviation, PNI Modified, and content analysis.
Results of the evaluation of Phase 1 investigated the model was PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency. Results of the evaluation of Phase 2 investigated that the overall of current and desirable states are at a moderate and highest level, respectively. The highest values of priority need index elements are as follows: The first priority need index fell on Discovery Skill of Ideation Innovations is Creative Mind. Professional Teachers found Skill for Collaboration and problem- solving creative skill, Creating Innovations is to Put to other Use, Goals of successful factors for the development of instructors to have different characteristics are Inspirer, Environment management for learning and teaching found that procurement, resource support, and learning resources for the development of the students to be innovative. Processing is Establish University. Discovery Skill of Ideation Innovations is Creative Mind. Competency Innovator found that Ideation in learning and teaching management found that - build interaction in learning through connection and networking, and the least is Purpose which is Stamina. Therefore, an important mechanism for the development of innovative skills must come from the cooperation of the public sector, the private sector, educational institutes, and the family institute to develop skills, knowledge and ability to keep pace with today's world effectively.
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Dancy, Melissa H., and Robert J. Beichner. "But Are They Learning? Getting Started in Classroom Evaluation." Cell Biology Education 1, no. 3 (September 2002): 87–94. http://dx.doi.org/10.1187/cbe.02-04-0010.
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There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques.
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O.M., Slushnyi. "EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY." Collection of Research Papers Pedagogical sciences, no. 96 (November 15, 2021): 7–12. http://dx.doi.org/10.32999/ksu2413-1865/2021-96-1.
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The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.
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Malik, Shahid Nawaz, Muhammad Sohaib Saleem, AbdulHafeez Muhammad, and Muhammad Awais. "SUS Urdu based Evaluation of Websites of Higher Educational Institutes of Pakistan." Pakistan Journal of Engineering and Technology 4, no. 4 (December 22, 2021): 46–49. http://dx.doi.org/10.51846/vol4iss4pp46-49.
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An institute needs to grow day by day in all aspects like a large number of admissions, educational quality, innovations, etc. Educational marketing provides a variety of opportunities for an institute by getting the attention of students. The students seeking admission for higher education can check the official website to get the know-how of an institute as it’s the first authentic source of information. The website must be easy to use for students to get the latest information. In this study, the websites of University of Engineering and Technology, University of the Punjab, and University of education are evaluated through the SUS scale developed in the Urdu language. A total of 60 participants were engaged. The results show that the SUS score of these websites was in the “low marginal” range.
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Wong, Shinen, and Heather Tan. "Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (December 2017): 237–56. http://dx.doi.org/10.1177/1542305017742348.
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This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.
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Guerra, Cecília, and Nilza Costa. "Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education." Education Sciences 11, no. 11 (November 11, 2021): 725. http://dx.doi.org/10.3390/educsci11110725.
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Across higher education, teachers have been inspiring themselves (and others) to apply pedagogical innovations grounded in a unifying intention: to prepare students for labour markets and societal challenges. Research-based education has been funded to promote pedagogical innovations with valuable impact on the students’ academic success and/or the teachers’ academic growth. However, there is still few documented research-based evidence that highlight how long-lasting and/or how embedded are the pedagogical innovations in academic practices, particularly when the funding period comes to an end. The purpose of this article is to discuss the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. Based on a qualitative research approach, data collection included: document analysis of 39 projects’ materials and conceptions collected with 9 coordinators and 17 key participants from selected projects, through interviews and questionnaires, respectively. Content analysis of data collected showed that there are key factors that contribute to enhance and/or limit the sustainability of research results (e.g., funding and institutional support to maintain innovation). Results and recommendations are put forward to inform educational policies, funding agencies and involved actors (e.g., institution leaders, researchers, and teaching staff) to increase the sustainability of research results.
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Dow, Briony, Betty Haralambous, Courtney Hempton, Susan Hunt, and Diane Calleja. "Evaluation of Alzheimer's Australia Vic Memory Lane Cafés." International Psychogeriatrics 23, no. 2 (July 30, 2010): 246–55. http://dx.doi.org/10.1017/s1041610210001560.
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ABSTRACTBackground: This paper describes the evaluation of the Memory Lane Café service in Victoria, Australia. The Alzheimer's Australia Vic Memory Lane Café model aims to provide a social and educational service to people living with dementia and their carers, family members or friends. Dementia is a serious health issue in Australia, with prevalence estimated at 6.5% of people over 65 years of age. Living with dementia has significant social and psychological ramifications, often negatively affecting quality of life. Social support groups can improve quality of life for people living with dementia.Methods: The evaluation included focus groups and surveys of people with dementia and their carers, staff consultation, service provider interviews, and researcher observation. The Melbourne Health Mental Health Human Research Ethics Committee approved the project. Participants included people with dementia (aged 60 to 93 years, previously enrolled in the Alzheimer's Australia Vic's six-week Living With Memory Loss Program), their carers, friends and/or family members, staff working in the Cafés, and service providers with links to the Cafés.Results: This evaluation found that Memory Lane Cafés promote social inclusion, prevent isolation, and improve the social and emotional well-being of attendees. However, Cafés did not meet the needs of all potential attendees.Conclusions: The evaluation recommended that existing Café services be continued and possibilities for extending the Cafés be explored. Based on evaluation outcomes, the Department of Health Victoria is funding four additional pilot programs in café style support services.
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Demiris, G. "Interdisciplinary Innovations in Biomedical and Health Informatics Graduate Education." Methods of Information in Medicine 46, no. 01 (2007): 63–66. http://dx.doi.org/10.1055/s-0038-1628134.
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Summary Objectives: Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. Methods: A case study of the “gerontechnology” research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores “smart home“ technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. Results: The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. Conclusion: Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.
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Dimitrova, B. "Relationships between education and innovations in the recreation Industry in Bulgaria." Trakia Journal of Sciences 18, no. 3 (2020): 194–202. http://dx.doi.org/10.15547/tjs.2020.03.003.
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PURPOSE: The goal of the study is to analyse the advantages in the Bulgarian full educational vertical in wellness culture, in two professional fields and establish the external evaluation for proposed knowledge, intellectual and practical skills of specialised personnel in Bulgarian niche tourism by defining the importance of the studied indicators. METHODS: We apply a psychometric assessment of customers’ opinions to obtain results on the meanings of numbers (points/weight). The respondents' opinions we measure with an adaptive version of the questionnaire for studying through the usage of smart tools of google drive. RESULTS: This paper offers an analysis of advantages for accredited and integrated into the practice innovations in support of Niche tourism. We created new educational programs in response to the latest changes in the Bulgarian educational and scientific policies and regulations. In the last 10 years, Bulgaria has successfully integrated six new specialized (in niche tourism) programs in two professional categories – Healthcare & sport and is establishing a Centre for Excellence. CONCLUSIONS: The established regularities are a valuable reference point to build the full educational vertical from secondary level to doctoral level with innovative programs in support of smart services for Niche tourism and knowledge-based economy in Bulgaria.
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Yip, H. M., T. C. F. Soh, and Z. Z. Lim. "Current innovations in otolaryngology medical education in the UK: a systematic literature review." Journal of Laryngology & Otology 134, no. 4 (March 17, 2020): 284–92. http://dx.doi.org/10.1017/s0022215120000493.
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AbstractObjectiveRecent studies have indicated a lack of ENT training at the undergraduate and post-graduate levels. This study aimed to review the impact of recent educational innovations in improving ENT training for medical students and junior doctors in the UK.MethodsThree independent investigators conducted a literature search of published articles on ENT education. Included studies were analysed using qualitative synthesis methods.ResultsAn initial search yielded 2008 articles; 44 underwent full-text evaluation and 5 were included for final analysis. Most included studies demonstrated benefits for students when compared to existing teaching standards in terms of objective assessment (knowledge and skills gained) or subjective assessment (confidence and preference) following implemented educational innovations.ConclusionThis study identified educational innovations developed in the past 15 years to enhance the teaching of core ENT competencies. More research is needed to establish their impact on the state of ENT medical education in the UK.
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Lynch, Amy, Hayley Alderson, Gary Kerridge, Rebecca Johnson, Ruth McGovern, Fiona Newlands, Deborah Smart, Carrie Harrop, and Graeme Currie. "An inter-disciplinary perspective on evaluation of innovation to support care leavers’ transition." Journal of Children's Services 16, no. 3 (July 31, 2021): 214–32. http://dx.doi.org/10.1108/jcs-12-2020-0082.
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Purpose Young people who are looked after by the state face challenges as they make the transition from care to adulthood, with variation in support available. In the past decade, funding has been directed towards organisations to pilot innovations to support transition, with accompanying evaluations often conducted with a single disciplinary focus, in a context of short timescales and small budgets. Recognising the value and weight of the challenge involved in evaluation of innovations that aim to support the transitions of young people leaving care, this paper aims to provide a review of evaluation approaches and suggestions regarding how these might be developed. Design/methodology/approach As part of a wider research programme to improve understanding of the innovation process for young people leaving care, the authors conducted a scoping review of grey literature (publications which are not peer reviewed) focusing on evaluation of innovations in the UK over the past 10 years. The authors critiqued the evaluation approaches in each of the 22 reports they identified with an inter-disciplinary perspective, representing social care, public health and organisation science. Findings The authors identified challenges and opportunities for the development of evaluation approaches in three areas. Firstly, informed by social care, the authors suggest increased priority should be granted to participatory approaches to evaluation, within which involvement of young people leaving care should be central. Secondly, drawing on public health, there is potential for developing a common outcomes’ framework, including methods of data collection, analysis and reporting, which aid comparative analysis. Thirdly, application of theoretical frameworks from organisation science regarding the process of innovation can drive transferable lessons from local innovations to aid its spread. Originality/value By adopting the unique perspective of their multiple positions, the authors’ goal is to contribute to the development of evaluation approaches. Further, the authors hope to help identify innovations that work, enhance their spread, leverage resources and influence policy to support care leavers in their transitions to adulthood.
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Campbell, Lynda. "The Families First Pilot Program in Victoria: Cuckoo or contribution?" Children Australia 19, no. 2 (1994): 4–10. http://dx.doi.org/10.1017/s1035077200003898.
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The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.
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Leedham-Green, Kathleen, Alec Knight, and Gabriel B. Reedy. "Success and limiting factors in health service innovation: a theory-generating mixed methods evaluation of UK projects." BMJ Open 11, no. 5 (May 2021): e047943. http://dx.doi.org/10.1136/bmjopen-2020-047943.
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ObjectivesTo explore and explain success and limiting factors in UK health service innovation.DesignMixed methods evaluation of a series of health service innovations involving a survey and interviews, with theory-generating analysis.SettingThe research explored innovations supported by one of the UK’s Academic Health Science Networks which provides small grants, awards and structural support to health service innovators including clinical academics, health and social care professionals and third-sector organisations.ParticipantsAll recipients of funding or support 2014–2018 were invited to participate. We analysed survey responses relating to 56 innovation projects.ResultsResponses were used to conceptualise success along two axes: value creation for the intended beneficiaries and expansion beyond its original pilot. An analysis of variance between categories of success indicated that participation, motivation and evaluation were critical to value generation; organisational, educational and administrative support were critical to expansion; and leadership and collaborative expertise were critical to both value creation and expansion. Additional limiting factors derived from qualitative responses included difficulties navigating the boundaries and intersections between organisations, professions, sectors and cultures; a lack of support for innovation beyond the start-up phase; a lack of protected time; and staff burn-out and turnover.ConclusionsA nested hierarchy of innovation needs has been derived via an analysis of these factors, providing targeted suggestions to enhance the success of future innovations.
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Taraeva, Galina R. "About Pedagogical Innovations in the Context of the Metamorphoses of Contemporary Musical Culture." Problemy Muzykal'noj Nauki / Music Scholarship, no. 3 (2022): 196–208. http://dx.doi.org/10.56620/2782-3598.2022.3.196-208.
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Music theory in Russia and in other countries has substantially elucidated the contemporary academic music culture in its most diverse manifestations. However, educational practice which is focused on academic traditions has been realizing to a greater degree the lack of balance between pedagogy and culture. An evaluation of the situation as a critical one calls forth the ideas of a fundamental renewal of the strategies of musical teaching which are declared to be innovations. The article poses the question about the indispensability of the rectification of this conception, which is endowed with theoretical and practical value, but requires concretization in connection with the placed goals. The author examines the innovational educational principle of work on the advancement of the universal cultural background of students of higher educational institutions and colleges. In correspondence with such a phenomenon as the visualization of audial compositions permeating the network space, this involves a broad implementation of the visual element into the teaching of music theory disciplines. The principles of teaching must transform themselves from the positions of present-day culture and the new mechanisms of its existence.
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Thibault, Louis-Philippe, Claude Julie Bourque, Thuy Mai Luu, Celine Huot, Genevieve Cardinal, Benoit Carriere, Amelie Dupont-Thibodeau, and Ahmed Moussa. "Residents as Research Subjects: Balancing Resident Education and Contribution to Advancing Educational Innovations." Journal of Graduate Medical Education 14, no. 2 (April 1, 2022): 191–200. http://dx.doi.org/10.4300/jgme-d-21-00530.1.
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ABSTRACT Background Research in education advances knowledge and improves learning, but the literature does not define how to protect residents' rights as subjects in studies or how to limit the impact of their participation on their clinical training. Objective We aimed to develop a consensual framework on how to include residents as participants in education research, with the dual goal of protecting their rights and promoting their contributions to research. Methods A nominal group technique approach was used to structure 3 iterative meetings held with the pre-existing residency training program committee and 7 invited experts between September 2018 and April 2019. Thematic text analysis was conducted to prepare a final report, including recommendations. Results Five themes, each with recommendations, were identified: (1) Freedom of participation: participation, non-participation, or withdrawal from a study should not interfere with teacher-learner relationship (recommendation: improve recruitment and consent forms); (2) Avoidance of over-solicitation (recommendation: limit the number of ongoing studies); (3) Management of time dedicated to participation in research (recommendations: schedule and proportion of time for study participation); (4) Emotional safety (recommendation: requirement for debriefing and confidential counseling); and (5) Educational safety: data collected during a study should not influence clinical assessment of the resident (recommendation: principal investigator should not be involved in the evaluation process of learners in clinical rotation). Conclusions Our nominal group technique approach resulted in raising 5 specific issues about freedom of participation of residents in research in medical education, over-solicitation, time dedicated to research, emotional safety, and educational safety.
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Russell, Grant, Marina Kunin, Mark Harris, Jean-Frédéric Levesque, Sarah Descôteaux, Catherine Scott, Virginia Lewis, et al. "Improving access to primary healthcare for vulnerable populations in Australia and Canada: protocol for a mixed-method evaluation of six complex interventions." BMJ Open 9, no. 7 (July 2019): e027869. http://dx.doi.org/10.1136/bmjopen-2018-027869.
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IntroductionAccess to primary healthcare (PHC) has a fundamental influence on health outcomes, particularly for members of vulnerable populations. Innovative Models Promoting Access-to-Care Transformation (IMPACT) is a 5-year research programme built on community-academic partnerships. IMPACT aims to design, implement and evaluate organisational innovations to improve access to appropriate PHC for vulnerable populations. Six Local Innovation Partnerships (LIPs) in three Australian states (New South Wales, Victoria and South Australia) and three Canadian provinces (Ontario, Quebec and Alberta) used a common approach to implement six different interventions. This paper describes the protocol to evaluate the processes, outcomes and scalability of these organisational innovations.Methods and analysisThe evaluation will use a convergent mixed-methods design involving longitudinal (pre and post) analysis of the six interventions. Study participants include vulnerable populations, PHC practices, their clinicians and administrative staff, service providers in other health or social service organisations, intervention staff and members of the LIP teams. Data were collected prior to and 3–6 months after the interventions and included interviews with members of the LIPs, organisational process data, document analysis and tools collecting the cost of components of the intervention. Assessment of impacts on individuals and organisations will rely on surveys and semistructured interviews (and, in some settings, direct observation) of participating patients, providers and PHC practices.Ethics and disseminationThe IMPACT research programme received initial ethics approval from St Mary’s Hospital (Montreal) SMHC #13–30. The interventions received a range of other ethics approvals across the six jurisdictions. Dissemination of the findings should generate a deeper understanding of the ways in which system-level organisational innovations can improve access to PHC for vulnerable populations and new knowledge concerning improvements in PHC delivery in health service utilisation.
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Ban, Paul, and Phillip Swain. "Family group conferences, part one: Australia's first project within child protection." Children Australia 19, no. 3 (1994): 19–21. http://dx.doi.org/10.1017/s1035077200004053.
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Family decision making through Family Group Conferences has been trialled in a pilot project by the Mission of St James and St John, Victoria, for the past 16 months (as of February 1994) in a two year Project. This article, the first of a series of two, intends to briefly explain the technique and how the project was established in Victoria. The theoretical basis, or project assumptions, will be outlined, together with the obstacles which currently prevent the wider implementation of the practice. The project was independently evaluated from October 1992 up to 31 August 1993 (Swain, 1993a; 1993b). Key findings of that evaluation will be discussed in the second article in this series along with practice issues that need further exploration.
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Cramer, Rhian L., Helen L. McLachlan, Touran Shafiei, Lisa H. Amir, Meabh Cullinane, Rhonda Small, and Della A. Forster. "Maternal and child health nurses’ experiences of implementing two community-based breastfeeding interventions in Victoria, Australia: A mixed methods process evaluation." Australian Journal of Child and Family Health Nursing 16, no. 1 (July 2019): 4–14. http://dx.doi.org/10.33235/ajcfhn.16.1.4-14.
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Despite high rates of breastfeeding initiation in Australia, there is a significant drop in breastfeeding rates in the early postpartum period, and Australian government breastfeeding targets are not being met. The Supporting breastfeeding In Local Communities (SILC) trial was a three-arm cluster randomised trial implemented in 10 Victorian local government areas (LGAs). It aimed to determine whether early home-based breastfeeding support by a maternal and child health nurse (MCH nurse) with or without access to a community-based breastfeeding drop-in centre increased the proportion of infants receiving ‘any’ breast milk at four months. Focus groups, a written questionnaire and semi-structured interviews were undertaken to explore the interventions from the perspective of the SILC-MCH nurses (n=13) and coordinators (n=6), who established and implemented the interventions. Inductive thematic analysis was used to identify themes, then findings further examined using Diffusion of Innovations Theory as a framework. SILC-MCH nurses and coordinators reported high levels of satisfaction, valuing the opportunity to improve breastfeeding in our community; and having focused breastfeeding time with women in their own homes. They felt the SILC interventions offered benefits to women, nurses and the MCH service. Implementing new interventions into existing, complex community health services presented unforeseen challenges, which were different in each LGA and were in part due to the complexity of the individual LGAs and not the interventions themselves. These findings will help inform the planning and development of future programs aimed at improving breastfeeding and other interventions in MCH.
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Ovcharuk, Oksana V., and Nataliia V. Soroko. "ОГЛЯД ПОРІВНЯЛЬНО-ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ У ГАЛУЗІ РОЗВИТКУ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ В СИСТЕМІ ОСВІТИ." Information Technologies and Learning Tools 45, no. 1 (February 23, 2015): 50. http://dx.doi.org/10.33407/itlt.v45i1.1183.
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The article deals with the scientific international and Ukrainian experience on the comparative education studies on information and communication competence development by educational process participants, which became the major scientific achievement of staff of Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of NAES of Ukraine. The main obstacles for school teachers to the creation of computer-based learning environment are determined. The development and evaluation of educational process participants’ IT-competence are in the focus of investigation, which need studies to give recommendations to education sphere.
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King, Katherine, and Kirsten Graham. "Geropsychology Training Innovations: Understanding Ageism and Adultism in Students and New Training Initiatives." Innovation in Aging 4, Supplement_1 (December 1, 2020): 594. http://dx.doi.org/10.1093/geroni/igaa057.1995.
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Abstract In order to address the geropsychology workforce shortage, educators are trying to better understand the attitudes, interests, and needs of prospective students as well as expand educational opportunities and specialty competence. This symposium reports on several recent and ongoing research projects and educational initiatives which can together inform future efforts to recruit students into the field. King et al. discuss how concerns about adultist oppression might keep young adults from entering the field. This study describes a new adultism measure which positively correlates with ageism and negatively correlates with both experience and interest in working with older adults. Together with Strong and Graham’s study looking at ageism among North American and non-North American students, these studies remind us of the continued effort needed to better understand and combat age-related oppression of individuals at both ends of the lifespan. Two studies share specific educational initiatives addressing areas of essential but undervalues areas of training for geropsychologists. O’Malley and Graham report on the integration of health policy training into undergraduate education, while Jacobs et al. describing a new performance-based evaluation tool for training in the assessment of decision-making capacity. Postgraduate specialization continues to be crucial in establishing and growing the discipline of geropsychology. Mlinac and Smith report on the development of a mentorship program for professionals on the path to board certification.
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Chaplynska, Natalia, Olena Zhytkevych, and Dayanna Gabriela. "MATHEMATICAL METHOD FOR EVALUATION OF E-LEARNING COMPETITIVENESS OF EDUCATIONAL COMPANIES." Baltic Journal of Economic Studies 8, no. 2 (March 25, 2022): 153–61. http://dx.doi.org/10.30525/2256-0742/2022-8-2-153-161.
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The purpose of the article is to analyze the parameters of the educational sector on a global scale, to summarize and present the differences in investments, Internet penetration in the educational sphere in different countries, and to show the impact of COVID-19 on global education. The article highlights educational digital transformations and innovations in different countries, the development of e-learning and new tools and means that have been developed during the COVID waves. The article offers the basic concepts and characteristics for e-learning management of Ukrainian educational companies using effective management and mathematical tools and means. Methodology. To analyze relevant quantitative and qualitative data on e-learning management, a literature review, observation and research methodology, and comparison were used. Stratification and decomposition approaches are used to develop a model for assessing the competitiveness of e-learning educational enterprises. Research results show that the educational field requires new technologies, tools and equipment. Various e-learning platforms and massive open online courses have shown significant effectiveness during the pandemic. At the same time, a significant number of challenges remain: Internet penetration in different countries, investment in the development of learning equipment, the quality of e-learning materials, the ability to teach and learn with all the necessary tools and equipment, and access to devices. Educational companies that understood the trends in time and were able to change their products accordingly have gained additional profits. This study contributes to the evaluation of the competitiveness of e-learning educational companies and organizations. The results of the study were used to further develop the proposed model. The proposed model has six functions that describe the main aspects of a typical domestic educational enterprise. Practical implications. In the context of digital transformation and innovation, companies and countries must understand what tasks they need to solve, what problems to avoid, and find the best way to develop their own activities. These ideas have been developed into a model, which in this study is based on mathematical fuzzy logic and the Hopfield neural network. Value/originality. The model can be implemented in the Ukrainian domestic educational market by companies in order to develop and improve their competitive strategy.
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Tutwiler, Shane, Charles Tijus, and Chun-Yen Chang. "Inaugural Message from the Editors-in-Chief." Educational Innovations and Emerging Technologies 1, no. 1 (March 20, 2021): 1–2. http://dx.doi.org/10.35745/eiet2021v01.01.0001.
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Educational Innovations and Emerging Technologies (EIET) is a scientific and technological journal of the International Institute of Knowledge Innovation and Invention, Singapore (IIKII). In the digital age, EIET covers the design, the building, the usages and the evaluation of cognitive technologies that favor the process of inquiry-based learning, knowledge and know-how acquisition, deep understanding and explainability as well as critical thinking through the use of adapted devices for collaborative teaching, learning and assessment.
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Onischuk, Mykola. "Innovations of judge education in Ukraine: development strategy for 2021–2025." Slovo of the National School of Judges of Ukraine, no. 4(33) (March 15, 2021): 6–16. http://dx.doi.org/10.37566/2707-6849-2020-4(33)-1.
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There are modern institutional development of National school of judges of Ukraine status and the prospects of further development of judge education are certain in Ukraine are reflected in the article. An author outlines strategic directions of development of judge education on 2021-2025, among that: institutional development of National school of judges of Ukraine, improvement of the National standards of judge education, modification of primary judge education (special preparation of candidates on justiceship), use of the newest forms and methods of educating in judge education, introduction of institute of tutorship for newly appointed judges and development of complex tutor for the workers of Service of judicial guard. Inculcating the National standards of judge education, National School of Judges of Ukraine is oriented on the further updating of maintenance of judge education on based on competence approach depending on experience of judges, level and specialization of court, and also taking into account their individual necessities.At development and teaching of educational courses weight of the valued constituent and taking into account of social context of realization of justice rises taking into account three measuring (knowledge, ability and skills, values and relations). In the plans of National School of Judges of Ukraine : further development of innovativeness of judge education, introduction of the systems of monitoring of quality of judge education and improvement of the system of regular evaluation of judges on results preparation, development of psychological constituent in preparation of judges and candidates on justiceship, improvement of the system of preparation, retraining and in-plant training of coaches (teachers). National School of Judges of Ukraine works on expansion of variability subjects of educational products, inclusive with the input of interdisciplinary and interdepartmental practices of studies (judges, public prosecutors, advocates, helpers of judges and others like that), development of the controlled from distance studies, encouragement and more deployment of educational events real-time (on-line), including the input of the mixed studies (combination of eye and controlled from distance forms), by creation of online-catalogue of accessible educational courses and possibility for their electing, by development of the standardized requirements and methodical recommendations for realization of online-training and seminars. Keywords: judge education, National school of judges of Ukraine, preparation of judges, training form of educating, special preparation of candidates on justiceship, preparation of workers of vehicles of courts.
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Hanna Komorowska. "OCENIANIE W NAUCZANIU JĘZYKÓW OBCYCH. FAKTY, MITY I TRUDNOŚCI." Neofilolog, no. 53/2 (December 30, 2019): 153–70. http://dx.doi.org/10.14746/n.2019.53.2.2.
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The article presents selected psychological and sociological aspects of the process of evaluating educational attainment in language education. Attention is given to stereotypical and ahistorical opinions connected with the role of assessment in grammar-translation and audiolingual methods as well as in the communicative approach. Distortions are also discussed such as introducing testing techniques of a practical value in mass education as solutions responding to authentic communicative needs of the learners or presenting formative evaluation as one of the recent educational innovations. Several myths which unify the academic community and facilitate interaction are examined and distinguished from complex issues and difficulties such as assessing intercultural competence or objectivizing the evaluation of interactive skills. The text suggests that misrepresentation of the past serves to create an image of continuous progress in SLA/FLT as well as to paint a more optimistic picture of the present educational context with assessment as its integral element.
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Kastens, Kim A., and Cathryn A. Manduca. "Using Systems Thinking in the Design, Implementation, and Evaluation of Complex Educational Innovations, With Examples From the InTeGrate Project." Journal of Geoscience Education 65, no. 3 (August 7, 2017): 219–30. http://dx.doi.org/10.5408/16-225.1.
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Nie, Aiming. "Design of English Interactive Teaching System Based on Association Rules Algorithm." Security and Communication Networks 2021 (September 9, 2021): 1–10. http://dx.doi.org/10.1155/2021/9275363.
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The Internet has become a new medium, and educational activities have also undergone changes due to the development of new technologies. In the past, teaching activities that required students to teach in a specific time and space have changed to less time and space constraints, which have also made the educational process pay more attention to the university teaching mode under the Internet situation, which makes the teaching process more comfortable and intelligent. In this paper, we propose an English interactive teaching system based on the association rules algorithm. This method can make full use of the relevance between data to improve the efficiency of English teaching. According to the division of UNESCO, education informatization is divided into four stages: start, application, integration, and innovation. With the initial development of network hardware technology construction in recent years, it has gradually entered the integration and innovation stage of education and information technology. The important task at this stage is to carry out innovations that are different from traditional teaching concepts, innovations that are different from traditional talent training methods, and innovations that are different from traditional education methods and evaluation methods. From the perspective of dialectical materialism, different angles of a certain issue can be expressed differently. Educational activities are based on Huluo’s technology to a certain extent, and the closedness of traditional education methods has been changed. In order to verify the performance of the method proposed in this paper, we test the proposed algorithm as well as compare it with the other two strategies. The experimental results show that the proposed has a better performance.
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Seechaliao, Thapanee, and Phamornpun Yurayat. "Effects of the Instructional Model Based on Creative Problem-Solving Principles with Social Media to Promote the Creation of Educational Innovation for Pre-service Teachers." Higher Education Studies 11, no. 3 (June 30, 2021): 56. http://dx.doi.org/10.5539/hes.v11n3p56.
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The main research purpose focused on the effects of conducting the instructional model based on the principles of creative problem solving with social media to promote the creation of educational innovation for pre-service teachers. The participants consisted of twelve pre-service teachers. Research instruments were 1) the instructional model based on the principles of creative problem solving with social media, 2) the test of knowledge and creation of educational innovation, 3) the creation of educational innovation’s evaluation form, and 4) the questionnaires’ conducting this instructional model. Collected data were analyzed with statistics and categorized into key issues based on literature. The results were presented through the form of Shapiro-Wilk, Wilcoxon signed-ranks test, arithmetic mean, standard deviation, and descriptive analysis. The research findings were presented as follows: 1) the effects of conducting the instructional model that was conducted sixteen weeks on the course 0537211 Innovation in Educational Technology and Communications in the first semester of 2020. The research hypothesizes were followed the established as follows; 1.1) the pre-service teachers had post-test scores’ the knowledge and creation of educational innovation higher than pre-test with statistical significance at the .01 level. 1.2) they had post-learning scores for creating educational innovations’ processes at the overall excellent level (M = 92.83, S.D. = 11.78), and their educational innovations were be post-learning at the overall good level (M = 48.33, S.D. = 7.45) 2) the opinions’ pre-service teachers toward conducting this instructional model that they have positive opinions to this conduct at the overall excellent level (M = 4.92, S.D. = 0.25).
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Nestel, Debra, Melanie Regan, Priyanga Vijayakumar, Irum Sunderji, Cathy Haigh, Cathy Smith, and Alistair Wright. "Implementation of a multi-level evaluation strategy: a case study on a program for international medical graduates." Journal of Educational Evaluation for Health Professions 8 (December 17, 2011): 13. http://dx.doi.org/10.3352/jeehp.2011.8.13.
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Evaluation of educational interventions is often focused on immediate and/or short-term metrics associated with knowledge and/or skills acquisition. We developed an educational intervention to support international medical graduates working in rural Victoria. We wanted an evaluation strategy that included participants??reactions and considered transfer of learning to the workplace and retention of learning. However, with participants in distributed locations and limited program resources, this was likely to prove challenging. Elsewhere, we have reported the outcomes of this evaluation. In this educational development report, we describe our evaluation strategy as a case study, its underpinning theoretical framework, the strategy, and its benefits and challenges. The strategy sought to address issues of program structure, process, and outcomes. We used a modified version of Kirkpatrick?占퐏 model as a framework to map our evaluation of participants??experiences, acquisition of knowledge and skills, and their application in the workplace. The predominant benefit was that most of the evaluation instruments allowed for personalization of the program. The baseline instruments provided a broad view of participants??expectations, needs, and current perspective on their role. Immediate evaluation instruments allowed ongoing tailoring of the program to meet learning needs. Intermediate evaluations facilitated insight on the transfer of learning. The principal challenge related to the resource intensive nature of the evaluation strategy. A dedicated program administrator was required to manage data collection. Although resource-intensive, we recommend baseline, immediate, and intermediate data collection points, with multi-source feedback being especially illuminating. We believe our experiences may be valuable to faculty involved in program evaluations.
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Oliynyk, Т. О. "Features of the teacher training as leader of the implementation of ICT innovations." CTE Workshop Proceedings 3 (March 20, 2015): 88–95. http://dx.doi.org/10.55056/cte.249.
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The purpose of the work is a study of professional training students’ features at pedagogical universities to acquire innovative practices by means of information and communication technologies (ICT). Objective is to determine innovative approaches to the integration of ICT in education in terms of preparing young people for the digital citizenship, determine the possibilities and leadership potential of formation of student’s features at pedagogical universities to ICT innovation. The object of the work is the process of professional training students of pedagogical universities, subject – features of acquiring experience of students’ innovation activity at pedagogical universities in conditions of ICT integration in education.To achieve this goal used methods: theoretical, scientific analysis, educational and methodological literature on the study; empirical: analysis of the performance of teachers and students, observation, questionnaire, interview. The main results: 1) analysis of information sources proved that Ukraine has recently intensified research and wide discussions on a radical restructuring education in which a teacher that works with others on systemic change in education is a key figure in the solution of complex problems of training youth to digital citizenship; 2) it needs to pay special attention to overcoming the contradictions between society and challenges of existing programs of professional training students of pedagogical universities to acquiring innovative practice of ICT integration in education.The main conclusion and recommendations: it’s necessary implementing master programs (such as “educational technologist”) for the preparation of future teachers who are proficient to effective interactivity in communities of practice and critical evaluation of educational process as well as predicting consequences and accelerated response that is linked with integration of technologies of the digital space.
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Yim, Mi Kyoung. "Reforms of the Korean Medical Licensing Examination regarding item development and performance evaluation." Journal of Educational Evaluation for Health Professions 12 (March 17, 2015): 6. http://dx.doi.org/10.3352/jeehp.2015.12.6.
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Purpose: The Korean Medical Licensing Examination (KMLE) has undergone a variety of innovative reforms implemented by the National Health Personnel Licensing Examination Board (NHPLEB) in order to make it a competency-based test. The purpose of this article is to describe the ways in which the KMLE has been reformed and the effect of those innovations on medical education in Korea. Methods: Changes in the KMLE were traced from 1994 to 2014 by reviewing the adoption of new policies by the NHPLEB and the relevant literature. Results: The most important reforms that turned the examination into a competency-based test were the following: First, the subjects tested on the exam were revised; second, R-type items were introduced; third, the proportion of items involving problem-solving skills was increased; and fourth, a clinical skills test was introduced in addition to the written test. The literature shows that the above reforms have resulted in more rigorous licensure standards and have improved the educational environment of medical schools in Korea. Conclusion: The reforms of the KMLE have led to improvements in how the competency of examinees is evaluated, as well as improvements in the educational system in medical schools in Korea.
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Markiewicz, Anne. "The pre-hearing convenor: A skilled practitioner chairing conferences in the Children's Court of Victoria." Children Australia 21, no. 4 (1996): 22–28. http://dx.doi.org/10.1017/s1035077200007276.
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An evaluation of pre-hearing conferences in the Children's Court of Victoria was carried out during 1994 by five members of staff from the School of Social Work at the University of Melbourne. An interesting theme which emerged from this evaluation is the role of the convenor as pivotal to the process of the pre-hearing conference. The convenor has emerged as a critical figure in the success of the mediation process, and the knowledge, skills, and values they are equipped with are seen as essential to their effective operation. This article describes the role of convenors and the many responsibilities they must juggle in fulfilling their role, and the characteristics which make for an effective and successful conference. As conferences become a more frequent method of resolving conflict between individuals, families and society, it is hoped that the principles which emerge from this article will be applied to other conference proceedings. It is clear that we are moving away from conventional adversarial methods, to mediative and conciliative modes, and in doing so we need to become clear about the characteristics which are required for such processes. This is one exploratory study of a pilot project in Victoria which should be of interest to other conferencing and mediation mechanisms.
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Welsh, Megan E. "Measuring Teacher Effectiveness in Gifted Education." Journal of Advanced Academics 22, no. 5 (October 20, 2011): 750–70. http://dx.doi.org/10.1177/1932202x11424882.
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States and districts are under increasing pressure to evaluate the effectiveness of their teachers and to ensure that all students receive high-quality instruction. This article describes some of the challenges associated with current effectiveness approaches, including paper-and-pencil tests of pedagogical content knowledge, classroom observation systems, and value-added models. It proposes development of a new teacher evaluation system using a virtual reality environment and describes how innovations in educational measurement and technology can be used to develop an improved teacher effectiveness measure.
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Hall, Andrew K., Carly Hagel, Teresa M. Chan, Brent Thoma, Aleisha Murnaghan, and Farhan Bhanji. "The writer’s guide to education scholarship in emergency medicine: Education innovations (part 3)." CJEM 20, no. 3 (June 20, 2017): 463–70. http://dx.doi.org/10.1017/cem.2017.28.
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AbstractObjectiveThe scholarly dissemination of innovative medical education practices helps broaden the reach of this type of work, allowing scholarship to have an impact beyond a single institution. There is little guidance in the literature for those seeking to publish program evaluation studies and innovation papers. This study aims to derive a set of evidence-based features of high-quality reports on innovations in emergency medicine (EM) education.MethodsWe conducted a scoping review and thematic analysis to determine quality markers for medical education innovation reports, with a focus on EM. A search of MEDLINE, EMBASE, ERIC, and Google Scholar was augmented by a hand search of relevant publication guidelines, guidelines for authors, and website submission portals from medical education and EM journals. Study investigators reviewed the selected articles, and a thematic analysis was conducted.ResultsOur search strategy identified 14 relevant articles from which 34 quality markers were extracted. These markers were grouped into seven important themes: goals and need for innovation, preparation, innovation development, innovation implementation, evaluation of innovation, evidence of reflective practice, and reporting and dissemination. In addition, multiple outlets for the publication of EM education innovations were identified and compiled.ConclusionThe publication and dissemination of innovations are critical for the EM education community and the training of health professionals. We anticipate that our list of innovation report quality markers will be used by EM education innovators to support the dissemination of novel educational practices.
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Ban, Paul, and Phillip Swain. "Family Group Conferences, part two: Putting the ‘family’ back into child protection." Children Australia 19, no. 4 (1994): 11–14. http://dx.doi.org/10.1017/s103507720000417x.
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This is the second of two articles examining the establishment of Family Decision Making in Victoria. The first ‘Family Group Conferences – Part One: Australia's first Project in Child Protection’ was presented in the previous edition of Children Australia. This article builds upon the first by presenting an overview of the evaluation of the Victorian Family Decision Making Project, and pointing to practice and other implications of the development of this Project for child welfare services generally.
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Karma, I. Gede Made, I. Ketut Darma, and I. Made Anom Santiana. "Blended Learning is an Educational Innovation and Solution During the COVID-19 Pandemic." International research journal of engineering, IT & scientific research 7, no. 1 (January 26, 2021): 1–9. http://dx.doi.org/10.21744/irjeis.v7n1.1176.
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The COVID-19 pandemic has indeed forced people to do more activities from home, including the learning process. The learning from home policy is not accompanied by rules and regulations such as what this learning process should be carried out. As a result, various learning processes emerged, from what they are to complex things. This study aims to find innovations and learning solutions during a pandemic, to support learning from home. Online learning is the only option. It's just that, based on the problems and constraints revealed, this online learning must be packaged like traditional face-to-face learning. The choice then turned to blended learning, with various adjustments. Face-to-face learning is carried out via video conference if needed only. The shortcomings are then overcome by compiling learning materials in the form of problem-based, text-based, video, or multimedia practical guides. The learning process is complemented by the opening of active interactive communication channels. Learning evaluation is carried out not only on results but also considering the process and self-evaluation. All of this learning process should be as optimal as possible using a mobile device or smartphone.
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Rodd, Jillian. "A Week in the Life of a Four-Year-Old: A Study of Victorian Children's Patterns of Usage of Early Childhood Services." Australasian Journal of Early Childhood 21, no. 1 (March 1996): 37–42. http://dx.doi.org/10.1177/183693919602100109.
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The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial number also participated in extra-curricular activities and recreational activities. Data collected concerning parental selection of particular services revealed the complex early care and education arrangements that parents were required to make to meet the educational and social needs of their children as well as the work related needs which influenced parental choice.
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Mursidi, Agus, Harwanti Noviandari, Edi Irwanto, Wawan Setiawan, M. Kamal, Achmad Zayul Mustain, and Mislan Mislan. "How technology transform innovative educational solution during pandemic disruption." International journal of health sciences 6, S1 (March 20, 2022): 1472–86. http://dx.doi.org/10.53730/ijhs.v6ns1.4905.
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This paper discussed technology transformation strategies to create educational solutions during a pandemic. The government's policy is to optimize distance learning using technology because it closes schools and continues learning from outside. So we reviewed many publications and other literature sources to gain understanding and perspectives of experts, which are scientific evidence from the field of how technology transforms more innovative educational solutions during our efforts to examine information to get answers to the questions of this study through a phenomenological approach, an attempt to looking for answers by studying the evaluation of the data, interpreting the data and drawing conclusions by considering the principles of high validity and trustworthiness. Finally, we conclude that some strategies result from learning innovations that are useful during the pandemic, including technology that can increase the interest in learning of motivating students, as well as leisure-based education, internet-based distance multimedia, and everything that education is based on data. Among other things, we can conclude that we hope that this is a valuable finding for the development of similar studies in the future, both in academic and field contexts.
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Chiu, Ching-Ju, Yung-Chen Yu, Ye-Fong Du, Yi-Ching Yang, Jou-Yin Chen, Li-Ping Wong, and Chanuantong Tanasugarn. "Comparing a Social and Communication App, Telephone Intervention, and Usual Care for Diabetes Self-Management: 3-Arm Quasiexperimental Evaluation Study." JMIR mHealth and uHealth 8, no. 6 (June 2, 2020): e14024. http://dx.doi.org/10.2196/14024.
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Background Many technology-assisted innovations have been used to manage disease. However, most of these innovations are not broadly used by older adults due to their cost. Additionally, disease management through technology-assisted innovations has not been compared with other interventions. Objective In this study, we tested the employment of a free and widely used social and communication app to help older adults with diabetes manage their distress and glycemic control. We also compared the effectiveness of the app with 2 other methods, namely telephone and conventional health education, and determined which subgroup experiences the most effects within each intervention. Methods Adults aged ≥50 years with type 2 diabetes were recruited from Southern Taiwan (N=231) and were allocated to different 3-month interventions. Informed consent was obtained at the Ministry of Science and Technology and approved by the National Cheng Kung University Hospital Institutional Review Board (No. A-ER-102-425). Results Participants in the mobile-based group had significant reductions in hemoglobin A1c compared with the telephone-based and usual care groups (mean changes of –0.4%, 0.1%, and 0.03%, respectively; P=.02). Diabetes-specific distress decreased to a greater extent in the mobile-based group compared to the other 2 groups (mean changes of –5.16, –3.49, and –2.44, respectively, P=.02). Subgroup analyses further revealed that the effects on reducing blood glucose levels in the social and communication app groups were especially evident in patients with lower distress scores, and diabetes-related distress was especially evident in participants who were younger than 60 years or had higher educational levels. Conclusions The findings of this study inform more flexible use of social and communication apps with in-person diabetes education and counselling.
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Convery, Elizabeth, Jason Heeris, Melanie Ferguson, and Brent Edwards. "Human–Technology Interaction Considerations in Hearing Health Care: An Introduction for Audiologists." American Journal of Audiology 29, no. 3S (September 18, 2020): 538–45. http://dx.doi.org/10.1044/2020_aja-19-00068.
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Purpose Innovations in user-driven hearing technology and services have placed greater control in the hands of the patient. While these advances could address issues of hearing health care accessibility, their success rests on the assumption that patients possess sufficient technological competence to self-manage these products and services successfully. The purpose of this tutorial is to highlight the importance of focusing on usability, rather than just performance outcomes, during the design, development, and evaluation of user-driven hearing technology and services. Method This tutorial explores human–technology interaction and usability and discusses practical methods for applying these concepts in hearing health care research and development. Two case studies illustrate how usability can inform the design and development of interactive educational materials for patients and the evaluation of a commercially available mHealth app. Conclusions In order to derive benefit from innovations in hearing health care, products and services must be intuitively usable in addition to being accessible and affordable. The discipline of human–technology interaction provides a relevant and useful framework to guide future research and development efforts in user-driven hearing health care.
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Zaiti Zainal, Azlin, and Siti Zaidah Zainuddin. "Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives." Digital Education Review, no. 37 (June 30, 2020): 172–94. http://dx.doi.org/10.1344/der.2020.37.172-194.
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Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.