Journal of formative design in learning最新文献

Teaching health professions at the graduate level often involves instructors guiding students through active learning labs for the practical application of content. Clinical courses may necessitate covering a substantial amount of information, requiring instructors to adopt efficient and effective teaching methods to maximize lab time. In a Master of Occupational Therapy Program, students were observed being off-task and disengaged with provided materials during group work in active learning labs. In response to this, Quick Response (QR) codes were introduced as a strategy to enhance self-directed learning and maintain focus on tasks while the instructor offered supplemental assistance as needed. A Microsoft Form survey was administered after classes to assess the effectiveness of QR codes as a technology-supported instructional method and gather students’ perceptions. The survey results overwhelmingly indicated that students were receptive to using QR codes and found them helpful in facilitating learning and maintaining attention during lab activities.

This study aimed to determine the effect of an online course design supported by videos and images on students’ nutritional knowledge and conceptual understanding of the subject of eggs. The study was carried out with 20 second-year students studying in the associate degree program of a state university located in the west of Turkey. The single group pre- and post-test quasi-experimental design was used in the study. The data were collected with the “Nutritional Knowledge Scale” and “Conceptual Understanding Test” and analyzed using content analysis and SPSS 26.0. According to the results, the paired samples t-test showed a statistically significant increase in the nutritional knowledge of the students. In addition, the comparisons made with the Wilcoxon signed rank test demonstrated a significant improvement in the conceptual understanding levels of the students for four of the five items in the conceptual understanding test. It is expected that the results obtained from this study, which was carried out within the scope of online education, will constitute a source for online teaching process and contribute to future research on this subject.

Quality methods are classically applied in productive and administrative business areas as well as in the context of qualification measures. This paper presents the development of a didactic guide for the use of immersive virtual learning environments, which focuses on the training of quality methods. The guide is an element of the design phase of the assisted reality implementation model (ARIM), which was developed as a unified approach for the creation, training and subsequent evaluation of quality methods using augmented and virtual reality (VR) glasses. Thereby, the didactic guideline is also methodically derived from the ARIM and transferred to a realized virtual learning environment. The guideline is intended to address the handling of necessary hardware, appropriate safety and hygiene precautions and finding one’s way around the virtual learning environment. It thus serves as learning material for trainers and trainees alike. The following section explains in detail how the concrete guideline for self-directed training with VR should look and which specific requirements have to be taken into account. The aspects explained up to this point describe the structure of this article. In addition, an initial evaluation was conducted, which will be first explained with a description of the procedure and concluded with the presentation of the results. A brief conclusion is provided at the end.

This work epitomizes an innovative application of industrial FMEA (failure modes and effects analysis) into the educational context through an experiential co-curricular activity as an engineering learning mechanism. Students were sensitized regarding the FMEA procedure and were asked to divide into teams for constructing the FMEA worksheets on the given problem statements as a part of the activity comprising the competitive usage of the concept. The students allocated values to the severity, occurrence and detection rankings. These rankings were on the higher side which indicated a more vigilant approach towards the pre-defined problem statements. The experiential co-curricular activities like constructing the FMEA worksheet is first-of-its kind as an industrial applicatory tool which is applied for the benefit of students of mechanical engineering. The multitude of benefits which this formative mode of learning offers is discussed at length. This activity shall provide an experience of the industry-way-of-approach to the student which in-turn shall make the student more employable by making them industry-ready thereby expecting to reduce the industry-academia gap.

Increasingly, postsecondary education institutions are articulating institutional learning outcomes that define core competencies and evidence student learning to justify their value; however, concerns have arisen due to lack of authenticity, faculty autonomy, and representation of diverse disciplinary perspectives and worldviews (Lucas in Policy and Society 33(3):215–224, 2014). To actively engage faculty in co-designing institutional rubrics and learning outcomes assessment, we designed an action research project with the goal of examining and improving assessment practices related to institutional learning outcomes. The project is now in its fourth action research cycle; this paper describes the first two years of trialing a faculty-led community of practice approach to course-embedded assessment we call Strategic Assessment of Institutional Learning. We further describe the landscape of institutional learning outcomes assessment, two iterative cycles of action research, and seven themes that surfaced during the project. These seven themes informed the direction of learning outcomes assessment at our university: 1) student informed consent, 2) trust and community, 3) assignment selection, 4) rubric clarity and disciplinary variation, 5) framing the degree of student achievement, 6) implications for course redesign, and 7) faculty motivation.

We report on the design, development, implementation, research, and iteration of two educational data science (EDS) workshops focused on using R and RStudio for 44 doctoral students with limited and varied EDS backgrounds. Through qualitative and quantitative analysis of pre- and post-workshop surveys, we found that participants in EDS workshops are concerned and even fearful, yet possess relevant assets that come from a wide range of background experiences. Pedagogical factors—including being patient amidst errors, coding collaboratively, and explaining technical concepts in an accessible and rigorous manner—were strengths of the workshops, while the need for more time was a key possible improvement. Furthermore, participants’ self-reported confidence grew from before to after the workshop. Based on our initial design, revisions, and research findings, we describe five formative design guidelines for educational data science workshops that address doctoral students’ goals and needs. In total, this work implies that well-designed workshops and short courses can offer opportunities for a wide range of educational researchers to extend their expertise with newer methods to carry out impactful work—in turn shaping the emerging EDS field.