Search Results for
"deep learning"

Purpose: Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators. Methods: Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described ‘ideal traits’ or ‘characteristics of good teachers/educators,’ presented competencies as part of a larger curricular framework, and teaching assessment tool content. Results: The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5–7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines. Conclusion: Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended. © 2023 International Journal of Work-Integrated learning. All rights reserved.

This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the other group attends seminars in the form of focus groups called huddles, where the theme of conversations is carefully selected and has its origins in students' narratives on their authentic experiences during the internship. The more 'traditional' formal seminars are perceived by the students as scattered, while the conversational approach based on personal experiences helps students to develop a professional identity. Conversational focus groups were perceived as the pedagogical measure that contributes most to students' development. This research emphasized the deep learning afforded students and the insights emerging from the conversations. The organic nature of the conversations enabled development in both intended and unintended learning outcomes. © 2023 International Journal of Work-Integrated learning. All rights reserved.

In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential learning (EL) as a form of assessment in ITE. This semi-systematic literature review encapsulates the intersecting areas of assessment, EL and ITE. Our resulting recommendation is the use of EL Projects to engage PSTs with meaningful and authentic assessments. This would encourage the development of skilled, knowledgeable and innovative thinkers who respond confidently to unanticipated and impactful educational changes. © 2023 Social Science Press. All rights reserved.

Research has demonstrated the proven educational benefits of the gamification of teaching and learning. Through active learning and engaging more deeply with subjects taught, students demonstrate better time on tasks, as well as learning retention and outcomes. For the same reason, high-impact practices (HIPs), otherwise known as engaged learning practices, are embedded instructional practices broadly adopted across postsecondary education. However, there remains little to no research on game-based learning (GBL) and its potential alignment with HIPs, nor their pedagogical best practices with theories of gamification. One reason for this is the view that gamification and GBL are framing devices or delivery mechanisms for existing academic content in a specific discipline and not a means unto an end. However, gamification itself may be viewed as a common intellectual experience (CIE) and as a common core standard with cocurricular experiences embedded within, especially if students engage with principles in a scaffolded fashion over the course of their education. HIPs are generally introduced to students from their first year on through graduation, with first-year experiences to capstone courses and projects. This study proposes a model of alignment of the two, whereby the scholarship of teaching and learning views gamification as a central component (CIE). A new high-impact gamification model would combine HIPs and scaffolding, along with an understanding of GBL, allowing students to build specific skills. Starting with horizontal integration in specific courses, specific HIPs are introduced and reinforced through GBL. The curriculum then vertically integrates these CIEs over the course of a student’s degree plan. Finally, while the model can be applied to any discipline, this study outlines a way to use gamification to teach game design and development. Through multiple touchstones, students learn through play and different genres that appeal to different demographics until ultimately cultivating skills to produce their own playable prototype as a capstone project. © 2023 Common Ground Research Networks. All rights reserved.

The perceptions of the actors involved provide valuable insights into the effectiveness of teaching and research, offering enriching perspectives for their optimization. The objective of the study is to examine the perceptions associated with teaching and research within the field of higher education. With a qualitative and exploratory approach, experiences in this area are analyzed through an exhaustive and updated bibliographic review in prominent academic databases such as Scopus and Web of Science. Throughout the analysis, key aspects emerged. The importance of the individual and reflective perspective of the teaching staff was identified, as well as the interconnection between teaching and research. It was also highlighted how the context influences this relationship and the relevance of the phenomenological perspective in this link was highlighted. Special attention was paid to exploring perceptions about teaching and their impact on teaching practice. It concludes by highlighting the need to deeply understand the perspectives on learning and research to strengthen their link, thus improving educational quality. A growing synergy between teaching and research is evident in academic literature, underlining the need for its recognition in future university policies. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Using data collected from co-operative education students at two different times over a four-month long work term, we test and find support for the hypothesis that students’ approaches to learning explain the relationship between their lifelong learning characteristics and work adjustment. Students’ lifelong learning characteristics were positively associated with a deep approach to learning and negatively associated with a disorganized approach to learning (and unrelated to their rational approach to learning), and these in turn influenced work adjustment. We conclude that the development of lifelong learners contributes to students’ school-to-work transitions in work-integrated learning programs. The development of lifelong learning characteristics may be an important part of preparing students for organizational entry. © 2023 International Journal of Work-Integrated learning. All rights reserved.

The purpose of this study is to explain language education development research for improving student comprehension in learning science. This study also reviews the definition of these strategies, identifies factors that contribute to improving students' comprehension, and conducts a computational bibliometric review analysis to determine the efficacy of these approaches using Google Scholar with keywords "Language" and "learning Science" from 2019 to 2023. There are also explanations for formal and informal learning, as well as educational levels for researching techniques and developing curriculum. The use of technology in media and laboratories is also a significant factor in increasing students' literacy and language impact. Language and student characteristics, motivation, teacher-student relationships, therapy, and psychological conditions are all inextricably linked. We also included information about language barriers for students with special needs, as well as new technologies that improve language learning, in which these can be factors in increasing student’s understanding of learning science. The bibliometric analysis results show that the trend of language research in learning science is decreasing year after year. This is due to the possibility that the focus of educational research has shifted to other areas, such as educational technology, science learning, or educational policy. The co-occurrence analysis results show several keywords that are frequently researched and should be paid attention to, including "language model," "natural language processing," "deep learning," "student," and "language learning." These keywords denote important parameters that can improve the learning experience because they enable personalized, interactive, adaptive educational interventions, particularly in language learning contexts, by adapting content and feedback to each student's needs and preferences. This paper will be useful to educators in better understanding the current state of affairs concerning the importance of language in engineering teaching and learning. © 2023, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.

This Community Action Research platform intervened in the rice value chain using a two-pronged approach: production-supply and organizational-market side interventions. The project promoted Good Agronomic Practices using improved rice varieties and post-harvest handling technologies through on-farm demonstrations and learning plots to improve the productivity of rice in northern Uganda. The second approach focused on agribusiness rice clusters and market linkages and sought to create vibrant producer organizations and market linkages for rice output and inputs in the value chain. Improved production and market access for smallholder rice farmers are being achieved through cluster formation. The approach incorporated TVET colleges through community outreach, joint special projects, business plans and entrepreneurship deepening. Students were encouraged to innovate and have established a diversified product portfolio for human consumption (parboiled rice), livestock feeds (fermented rice straw) and energy (husk charcoal briquettes). Producer groups were able to diversify into the production of quality declared seeds (QDS) creating local seed businesses, and this triggered the Uganda government into funding bulking stores and machinery. This rice CARP has increased the visibility of Gulu University, bridged the higher education value chain, strengthened the entrepreneurial and internship infrastructure at the university, strengthened University-Community engagement and improved university processes for timely postgraduate study completion. © 2024 selection and editorial matter, Anthony Egeru, Megan Lindow and Kay Muir Leresche; individual chapters, the contributors.

Background Professional technical training has been highlighted for its importance in the economic and social development of countries, as well as for promoting greater equity, social mobility, and employment opportunities for its students. However, it has been scarcely studied in Chile and worldwide. In Chile, technical vocational training is an initial preparation area and comprehensive training for adult life, combining both theoretical and practical learning in a given occupational field. One central aspect of this educational modality is its link with the productive sector, and it must develop organizational structures and curricular programs to respond to the evolving characteristics of the environment, especially challenging the work of educational leaders. In the field of leadership practices, distributed leadership, emerged from the relationships and interactions in daily practices within an educational community, has been particularly emphasized. Aims The objective of this study was to identify and characterize distributed leadership practices in secondary professional technical education centers with a sustained track record of improvement. Method & procedures To identify and characterize distributed leadership practices, a multiple case study method was employed, which was exploratory and instrumental. In other words, the aim was to investigate a common phenomenon that should be present in different cases using a paradigmatic case approach. A paradigmatic case possesses specific characteristics that can be compared to others precisely due to its specificity and can shed light on other similar cases. The paradigmatic nature of the cases chosen in this study is related to their sustained track record of school improvement. Results & discussion A primary finding is the identification of two types of distributed leadership practices: a) those focused on improving teaching and learning methodologies and b) those aimed at creating structural conditions that strengthen distributed leadership and a culture of collaboration. Project-Based learning (PBL) is a distributed leadership practice that Ahumada et al. Distributed leadership practices in vocational education and training: New ways of learning, teaching and working appears in three of the investigated cases. The support of the sponsor or governing body in establishing new work methodologies and shared leadership also facilitates the implementation of distributed leadership practices. Particularly relevant for professional development is the use of the PBL methodology. However, only three cases have fully implemented it, all privately subsidized institutions. This raises critical questions about how teacher professional development in the public education sector is being strengthened and the support provided by the sponsor in this regard. Regarding the obstacles to implementing distributed leadership practices, pedagogical management dimension appears to have the highest number of hindrances. This reinforces the idea that distributed leadership not only requires the school leadership to create conditions for changes in organizational structure but also demands that teachers make profound changes in teaching and learning processes with a pedagogical focus and student-centered approach. In technical and professional education, however, this focus becomes even more critical due to the characteristics of this type of training, which requires constant interaction between productive and educational sectors. Conclusion The distributed leadership practices identified in this study are related to changes in teaching and learning processes, in organizational structures, or in relationships, within and outside the educational institution. Many of the investigated cases have adopted active learning methodologies, such as PBL or the dual model that combines education in schools with training in companies and organizations. In Chile, this type of learning is encouraged by educational policy for technical and professional education. However, its effective management with social articulation and impact remains a significant challenge. The results of this research contribute to these capabilities by adding the ability to design projects with a strategic vision, connect with the social needs of students, and actively engage with the community. Particularly in technical and professional education, this methodology increases student motivation and collaborative work, through the implementation of research projects. The implications of the findings of this study point to the need to delve deeper into the cultural, social, and economic context in which distributed leadership practices are deployed. Furthermore, efforts should be made to address aspects related to education policy specifically geared towards technical and professional education, which could either facilitate or hinder the implementation of the practices identified in this study. © 2023 Pontificia Universidad Catolica de Valparaiso. All rights reserved.