Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12855
Beatriz Jiménez-Parra, Daniel Alonso-Martínez, L. Cabeza‐García, Nuria González-Álvarez
Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.
{"title":"Online teaching in COVID-19 times. Student satisfaction and analysis of their academic performance","authors":"Beatriz Jiménez-Parra, Daniel Alonso-Martínez, L. Cabeza‐García, Nuria González-Álvarez","doi":"10.4995/head21.2021.12855","DOIUrl":"https://doi.org/10.4995/head21.2021.12855","url":null,"abstract":"Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130747900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12892
Ana Estima, J. Marques
Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.
{"title":"Organizing Events as a Tool to Develop Marketing Skills – the atUAliza.te Event Case Study","authors":"Ana Estima, J. Marques","doi":"10.4995/head21.2021.12892","DOIUrl":"https://doi.org/10.4995/head21.2021.12892","url":null,"abstract":"Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130417442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13023
L. Juríčková, K. Ivanová, K. Azeem, D. Tučková
The aim of this paper is to describe what lecturer’s experiences of teaching communication are with disabled patients using CBL method at Faculty of Medicine and Dentistry, Palacký University Olomouc. The CBL didactic method includes both intentional and unintentional learning. It is a method of controlled questioning and provides more space for teaching of small groups. During lessons students can communicate with a disabled patient, i.e. an adult with limited legal capacity due to mild mental retardation, and his public guardian. It helps medical students better understand communication processes with a disabled patient and develop interpersonal skills. Using CBL method, students think critically and ask targeted questions to the public guardian of the disabled patient. This experience strengthens the feeling of empathy with the patient, allows him to get to cooperate in treatment. Students are familiar with the communication problem before the lesson. The teacher acts as a facilitator. The inclusion of patient with limited legal capacity and his guardian in the conduct of CBL communication seminars meet the needs of practical training in communication. Keywords: disability; mental retardation; legal capacity; health communication; medical education; case-based learning.
{"title":"Teaching Communication with Disabled Patients Using Case-Based Learning – Experience from practice","authors":"L. Juríčková, K. Ivanová, K. Azeem, D. Tučková","doi":"10.4995/head21.2021.13023","DOIUrl":"https://doi.org/10.4995/head21.2021.13023","url":null,"abstract":"The aim of this paper is to describe what lecturer’s experiences of teaching communication are with disabled patients using CBL method at Faculty of Medicine and Dentistry, Palacký University Olomouc. The CBL didactic method includes both intentional and unintentional learning. It is a method of controlled questioning and provides more space for teaching of small groups. During lessons students can communicate with a disabled patient, i.e. an adult with limited legal capacity due to mild mental retardation, and his public guardian. It helps medical students better understand communication processes with a disabled patient and develop interpersonal skills. Using CBL method, students think critically and ask targeted questions to the public guardian of the disabled patient. This experience strengthens the feeling of empathy with the patient, allows him to get to cooperate in treatment. Students are familiar with the communication problem before the lesson. The teacher acts as a facilitator. The inclusion of patient with limited legal capacity and his guardian in the conduct of CBL communication seminars meet the needs of practical training in communication. Keywords: disability; mental retardation; legal capacity; health communication; medical education; case-based learning.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126964619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13165
Alién García-Hernández, Teresa González-Ramírez
Discrete Mathematics is a highly complex university subject. His classes are taught in a traditional way, so in many cases they do not motivate students. This study develops dynamics of gamification to promote a better learning of Discrete Mathematics, in the same way, it seeks to influence the engagement of students in this university subject. 178 students participate in this quasi-experiment (90 in the control group and 88 in the experimental group). The pretest and posttest data of the academic performance and engagement of the experimental group and the control group display that, in terms of progress, the experimental group showed significant progress compared with the control group. The study is concluded by raising the possibility of applying other games and game dynamics that promote a greater variety of gamified activities. In this sense, it is proposed to investigate the effects of the use of games in mobile application format on both engagement and academic performance in Discrete Mathematics.
{"title":"Technology as gamification means in mathematics learning","authors":"Alién García-Hernández, Teresa González-Ramírez","doi":"10.4995/head21.2021.13165","DOIUrl":"https://doi.org/10.4995/head21.2021.13165","url":null,"abstract":"Discrete Mathematics is a highly complex university subject. His classes are taught in a traditional way, so in many cases they do not motivate students. This study develops dynamics of gamification to promote a better learning of Discrete Mathematics, in the same way, it seeks to influence the engagement of students in this university subject. 178 students participate in this quasi-experiment (90 in the control group and 88 in the experimental group). The pretest and posttest data of the academic performance and engagement of the experimental group and the control group display that, in terms of progress, the experimental group showed significant progress compared with the control group. The study is concluded by raising the possibility of applying other games and game dynamics that promote a greater variety of gamified activities. In this sense, it is proposed to investigate the effects of the use of games in mobile application format on both engagement and academic performance in Discrete Mathematics.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115505524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13029
E. D’Itria, F. Vacca
Today, we are witnessing the effects that the COVID-19 pandemic has had, and is still having, on social, economic and cultural life worldwide. In particular, the educational dimension has seen the regular operating of schools altered, with an indeterminate closure of educational institutions, as well as the impossibility to perform face-to-face lectures, and their transposition to digital platforms (Sà et Serpa, 2020). These difficult conditions can be a moment of opportunity to accelerate a process of digital transformation that was beginning to shift in higher education institutions (HEIs). HEIs are using digital transformation strategies to refine how they work, to digitalize their existing operations while designing new digital models, to create entirely new digital models or to fully digitize their current ones (Rodrigues 2017). In the European fashion education system this can result in addressing the transformative challenges that are nurturing the discussion on the future of HEIs (Moja, 2008; Sterling, 2011; Fletcher and Williams, 2013). Therefore, digital innovation becomes the means by which implementing a positive transformation of the sector on key issues that will permeate our daily lives and that can no longer be postponed. Among the pivotal topics there is sustainability which today is slowly trying to establish itself (Wolff, 2020). Trough the analysis of best practices, this paper will decode current behaviors in Fashion Design for Sustainability (FDfS) throughout the European fashion education system.
今天，我们正在目睹COVID-19大流行对世界各地的社会、经济和文化生活产生的影响。特别是，在教育方面，学校的正常运作发生了变化，教育机构的关闭不确定，以及不可能进行面对面的讲座，以及它们向数字平台的转变(suseet Serpa, 2020)。这些困难的条件可以成为加速高等教育机构(HEIs)开始转变的数字化转型进程的机会。高等教育机构正在使用数字化转型战略来改进其工作方式，在设计新的数字模型的同时将现有业务数字化，创建全新的数字模型或将现有模型完全数字化(Rodrigues 2017)。在欧洲时尚教育体系中，这可能导致解决变革挑战，这些挑战正在培养关于高等教育未来的讨论(Moja, 2008;英镑,2011;Fletcher and Williams, 2013)。因此，数字创新成为在关键问题上实施行业积极转型的手段，这些问题将渗透到我们的日常生活中，不能再推迟了。在关键的主题中，有可持续性，今天正在慢慢地试图建立自己(Wolff, 2020)。通过对最佳实践的分析，本文将解读整个欧洲时尚教育体系中可持续发展时装设计(FDfS)的当前行为。
{"title":"Fashion Design for Sustainability. A transformative challenge across the European fashion education system.","authors":"E. D’Itria, F. Vacca","doi":"10.4995/head21.2021.13029","DOIUrl":"https://doi.org/10.4995/head21.2021.13029","url":null,"abstract":"Today, we are witnessing the effects that the COVID-19 pandemic has had, and is still having, on social, economic and cultural life worldwide. In particular, the educational dimension has seen the regular operating of schools altered, with an indeterminate closure of educational institutions, as well as the impossibility to perform face-to-face lectures, and their transposition to digital platforms (Sà et Serpa, 2020). These difficult conditions can be a moment of opportunity to accelerate a process of digital transformation that was beginning to shift in higher education institutions (HEIs). HEIs are using digital transformation strategies to refine how they work, to digitalize their existing operations while designing new digital models, to create entirely new digital models or to fully digitize their current ones (Rodrigues 2017). In the European fashion education system this can result in addressing the transformative challenges that are nurturing the discussion on the future of HEIs (Moja, 2008; Sterling, 2011; Fletcher and Williams, 2013). Therefore, digital innovation becomes the means by which implementing a positive transformation of the sector on key issues that will permeate our daily lives and that can no longer be postponed. Among the pivotal topics there is sustainability which today is slowly trying to establish itself (Wolff, 2020). Trough the analysis of best practices, this paper will decode current behaviors in Fashion Design for Sustainability (FDfS) throughout the European fashion education system.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115528375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13123
V. Ferro-Lebres, Jéssica Marim Lopes, J. P. Pereira, H. Paulo, Jorge Humberto Marinho Sampaio
The Polytechnic Institute of Bragança (IPB) developed an online survey, called the Observatory of Students and Graduates, aimed at entities in Portugal as a means of gathering information about the stakeholders view of IPB graduates and students, regarding skills for employability. Of the total (424) entities contacted, 118 responded, representing 28% of the total. It was noted that 79 of the responses have included IPB students and graduates in their staff, being 27% entities of the Agroforestry-food sector, 16% from the Consulting, Real Estate and Finance sector, and 14% from the Transport and Commerce sector. IPB graduates and students’s skills were discussed from the perspective of employers. 12 skills were listed, with an average of 95% of responses between "Very Important" and "Important".´The skills that stood out the most were: “Learning” and “Motivation/Involvement”. The lowest priority skills were: “Physical: Robustness and manual dexterity”, followed by “General Culture”. These data point to the clear fact that the soft skills have greater relevance than hard skills. One of the justifications is that the advent of artificial intelligence, and other technologies that have been performing functions that overlap with technical - human knowledge.
{"title":"Required skills for employability in Portugal from graduates and students of the Polytechnic Institute of Bragança (IPB)","authors":"V. Ferro-Lebres, Jéssica Marim Lopes, J. P. Pereira, H. Paulo, Jorge Humberto Marinho Sampaio","doi":"10.4995/head21.2021.13123","DOIUrl":"https://doi.org/10.4995/head21.2021.13123","url":null,"abstract":"The Polytechnic Institute of Bragança (IPB) developed an online survey, called the Observatory of Students and Graduates, aimed at entities in Portugal as a means of gathering information about the stakeholders view of IPB graduates and students, regarding skills for employability. Of the total (424) entities contacted, 118 responded, representing 28% of the total. It was noted that 79 of the responses have included IPB students and graduates in their staff, being 27% entities of the Agroforestry-food sector, 16% from the Consulting, Real Estate and Finance sector, and 14% from the Transport and Commerce sector. IPB graduates and students’s skills were discussed from the perspective of employers. 12 skills were listed, with an average of 95% of responses between \"Very Important\" and \"Important\".´The skills that stood out the most were: “Learning” and “Motivation/Involvement”. The lowest priority skills were: “Physical: Robustness and manual dexterity”, followed by “General Culture”. These data point to the clear fact that the soft skills have greater relevance than hard skills. One of the justifications is that the advent of artificial intelligence, and other technologies that have been performing functions that overlap with technical - human knowledge.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116531372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13116
Maria Antonietta Lepellere
In this paper some representative examples of a project proposed to second year environment and civil engineering students are presented. The project aim was to deepen the understanding of multivariable functions, stimulating students' creativity and connecting concepts to the content of other disciplines and to the real-world situations through examples that the students themselves have found as applications to engineering. To visualize the problems, students had often utilized GeoGebra, tool widely used during lectures to visualize theoretical aspects and to better explain the exercises. The appreciation of students involved in this activity and their relationship with GeoGebra is also presented. Students appreciated very much this approach as highlighted analyzing their written reports about the activity and GeoGebra use.
{"title":"Teach Multivariable Functions Through Applications and GeoGebra","authors":"Maria Antonietta Lepellere","doi":"10.4995/head21.2021.13116","DOIUrl":"https://doi.org/10.4995/head21.2021.13116","url":null,"abstract":"In this paper some representative examples of a project proposed to second year environment and civil engineering students are presented. The project aim was to deepen the understanding of multivariable functions, stimulating students' creativity and connecting concepts to the content of other disciplines and to the real-world situations through examples that the students themselves have found as applications to engineering. To visualize the problems, students had often utilized GeoGebra, tool widely used during lectures to visualize theoretical aspects and to better explain the exercises. The appreciation of students involved in this activity and their relationship with GeoGebra is also presented. Students appreciated very much this approach as highlighted analyzing their written reports about the activity and GeoGebra use. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122371993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12861
Shannon Morreira
The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
{"title":"Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum","authors":"Shannon Morreira","doi":"10.4995/head21.2021.12861","DOIUrl":"https://doi.org/10.4995/head21.2021.12861","url":null,"abstract":"The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122963113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13024
Axel Böttcher, Veronika Thurner
In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.
{"title":"On an Architectural Concept for Didactics in the Context of Constructive Alignment","authors":"Axel Böttcher, Veronika Thurner","doi":"10.4995/head21.2021.13024","DOIUrl":"https://doi.org/10.4995/head21.2021.13024","url":null,"abstract":"In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123210242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12934
J. Blasco, E. Balaguer-López, P. García-Molina, E. Sanchis-Sánchez, Pablo Buck-Sainz-Rozas, Pedro García-Martínez, Manuel Ruescas-Pérez
Introduction: Clinical simulation is a tool that allows creating controlled and safe spaces that mimic reality, where students can acquire skills and abilities prior to facing real situations. Methodology: This is a study with two phases. The first quasi-experimental phase where 3 questionnaires were used; two of them to assess knowledge (pretest - posttest) and the other one to assess the satisfaction of the training action. And the second phase was analytical, where the effectiveness of a training intervention in a confinement context based on the use of audiovisual materials created through EDISON was evaluated. Results: In 2019 the average satisfaction of the students was 9.22 (SD 0.72) out of 10. The most valued item was the one related to the domain that the instructors had regarding the knowledge imparted, with 9.79 out of 10. The students' knowledge improved in 9 of the 11 questions. Conclusions: The satisfaction of the students and the knowledge acquired were remarkable, being clinical simulation a methodology that helps to consolidate the knowledge and skills put into practice.
{"title":"Clinical Simulation in pediatrics and neonatology using EDISON: an educational innovation project","authors":"J. Blasco, E. Balaguer-López, P. García-Molina, E. Sanchis-Sánchez, Pablo Buck-Sainz-Rozas, Pedro García-Martínez, Manuel Ruescas-Pérez","doi":"10.4995/head21.2021.12934","DOIUrl":"https://doi.org/10.4995/head21.2021.12934","url":null,"abstract":"Introduction: Clinical simulation is a tool that allows creating controlled and safe spaces that mimic reality, where students can acquire skills and abilities prior to facing real situations. Methodology: This is a study with two phases. The first quasi-experimental phase where 3 questionnaires were used; two of them to assess knowledge (pretest - posttest) and the other one to assess the satisfaction of the training action. And the second phase was analytical, where the effectiveness of a training intervention in a confinement context based on the use of audiovisual materials created through EDISON was evaluated. Results: In 2019 the average satisfaction of the students was 9.22 (SD 0.72) out of 10. The most valued item was the one related to the domain that the instructors had regarding the knowledge imparted, with 9.79 out of 10. The students' knowledge improved in 9 of the 11 questions. Conclusions: The satisfaction of the students and the knowledge acquired were remarkable, being clinical simulation a methodology that helps to consolidate the knowledge and skills put into practice.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121077755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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