Here is a pertinent example from the tertiary area. Problem-based learning tutorials for medical students in a regional teaching centre are conducted in a room with just a projector, screen and one computer with wireless Web connection. Each week one student acts as the scribe and types up the discussion as it progresses. These notes are simultaneously displayed on the screen to the group. At the end of the tutorial, the summary and objectives for the week ahead are e-mailed to each member and the tutor. Between sessions, each member prepares a presentation, usually in Word, with added diagrams downloaded from teaching web sites and readily accessible online text books. At the start of the second session, each student’s presentation is downloaded from their e-mail account and collated with all the others. Relevant discussion points are added during the teaching session by a scribe, then the overall document covering the original topic and all its learning objectives and the contributions of the group are again emailed to everyone before they leave the tutorial. No whiteboards, no paper, no overhead projectors! Copying from the work of other groups could become a
Zoe Andrews went along for an introductory visit to the local Technology College. She was with a group of her 11-year-old pupils who would be start- ing at the college the following September. Looking around the library, she was impressed by the suite of thirty computer workstations. The students seemed to be in a state of flux. Some were seated at computers, while others were standing around or moving from group to group, leaning over to point to the screen or occasionally swapping places with those seated. Some had drinks cans or a sandwich next to the keyboard. ‘Are they waiting for their class to start?’ she asked. The librarian smiled. ‘No; they’re working,’ she said. Conventional libraries are quiet places for individual reading. They offer a unique and pleasant environment for those wishing to concentrate and pursue their own thoughts or those of an author. But where there is ICT access, ways of working have developed which reflect the requirements of those using the new information medium. Learningwith ICT resources necessitates a different mix of technical and study skills than does learningwith books. For learners whose purposes are to do with finding out about aspects of a topic or study area, time spent learning the intricacies of word- processing programmes, spreadsheets, Internet browsers, email systems and so on may seem excessively time consuming. Learners have found that a better way seems to be to start work on your project and find out the
problems as well as simple problems. Complex learning requires that students develop complex mental representations of the phenomena they are studying. A number of tools for developing these mental representations are emerging. Stella, for instance, is a powerful and flexible tool for building simulations of dynamic systems and processes (systems with interactive and interdependent components). Stella uses a simple set of building block icons to construct a map of a process (see Fig. 4). The Stella model in Fig. 4 was developed by an English teacher in conjunction with his tenth grade students to describing how the boys' loss of hope drives the increasing power of the beast in William Golding's novel, The Lord of the Flies. The model of beast power represent the factors that contributed to the strength of the beast in the book, including fear and resistance. Each component can be opened up, so that values for each component may be stated as constants or variables. Variables can be stated as equations containing numerical relationships among any of the variables connected to it. The resulting model can be run, changing the values of faith building, fear, and memory of home experienced by the boys while assessing the effects on their belief about being rescued and the strength of the beast within them. Stella and other dynamic modeling tools, such as Model-It from the Highly Interactive Computing Group at the University of Michigan, probably provides the most complete intellectual activity that students can engage in.
students want to download MP3s in order to use them in their studies. There are only 4% from the mechanical engineering department, 20% from the electrical engineering department, and 28% from the civil engineering department students who have never used the web to download MP3 files prior to entering Polytechnic. A recent study by Lee et al.,  suggested that many students preferred to listen to podcast learning material from their computers. The often cited advantage of MP3s is that, learners can access them anytime anywhere through portable MP3 players. Through this figure, it can suggest that the lecturers create the learningand teaching process in multimedia form. An important consideration in this discussion is student equity. Many studies show the audio material to enhance the oral skills of students, rather than traditional teaching techniques . Here it means that they can apply it to teaching andlearning. Ranges from recording lectures as a means of free class time for interaction and exposing students to international perspectives by inviting guest speakers. e) More than half of the students from each department
Pesut and Herman (1998) assert that the nursing process should connect to nursing practice. Due to increased technologyand information, changes in the health care system, and a shift to a learning-centered focus, nurse educators need to enhance the thinking strategies of students. Using critical and reflective thinking skills in the nursing process is thought to improve contemporary nursing practice. The nursing process has been used as a problem-solving activity to think about a plan of care as the foundation for professional practice in everyday nursing practice (Pond, Bradshaw, Turner 1991; Taner 1986; White et all., 1990). In addition, Pardue (1987) emphasized the mental processes required for successful implementation, which are similar to critical thinking. Sedlak and Ludwick (1996) stated that the nursing process and critical thinking should not be seen as separate from each other. Students' cognitive development can be facilitated using critical thinking in the nursing process. Tucker and Flannery (1996) also described a nursing care plan that provides studentswith a learning experience that helps them practice critical thinkingand decision making skills. It is an important responsibility of nurse educators to integrate high level critical thinking skills into the nursing process in the clinical setting.
Observation were done in classroom learning process and on the e-learning system. Observations based on the indicators in the student class attendance, student ‟s activity, discussion, responding and give questions. Based on observation to the learning process, there was influence the existence of a significant between the implementation of blended learning model of student motivation to learn. This is indicated by the level of attendance in class for students 80%. In addition, students also increased activity not only the level of attendance, but it was increasing the interaction between the studentsand the lecturers andstudents. Held after learning through e-learningstudents tend to be more active in asking, responding to the problems in the investigation, answer questions from friends, discuss about topics related to the lecture.
The starting points are to be determined to connect the new learning activities to students current knowledge and understanding. For this reason students should be assessed before the classroom experiment starts for example by conducting a written assessment. This could function as a pre-test that is repeated as post-test after the experiment creating the opportunity to compare both tests and getting at least some data of the changes in understanding of all students.
During processes of teaching that are experienced by the researcher in some schools and English courses, the researcher interviewed some English teachers and also the students about English course. The researcher found that there were some problems with teaching andlearning process, especially in behavior of learning. Not all of the students can behave as good learners because they lack of learning strategy. The evidence that researcher could see was the learners attention in learning process. The researcher also found some good learners who conduct learning strategy. They paid more attention to the learning process. By conducting further interview to the learners, the researcher found that their motivation in learning correlate to their learning strategy, even though some of them do learning strategy unconsciously. These findings show that learning strategies have positive impact to students‟ learning process, that is why it is
Teaching (including supervision and examination), the preparation of study guides andlearning material, the development of courses and new methods, eficient administration and good pedagogical leadership are examples of different types of pedagogical work. Of importance is also what the teacher has done to develop and maintain his or her pedagogi- cal competence.
Adaptive educational hypermedia, which is a particular application of AHS in education, is a recently established area of research integrating technologies of CAI, ITS and hypermedia systems. There are at least two reasons driving the advances of educational adaptive hypermedia. First, educational hypermedia applications are typically used by much more heterogeneous users than any standalone computer-based learning application. Any web-based learning system that is designed for a specific group of users may not suit other users. Second, generally the user of web based educational hypermedia is working without any assistance from teachers, as would be the case in a traditional classroom situation.
According to Edward Sallis, the primary role of educational leaders in creating a school culture based-quality, includes: (1) having a clear vision to integrated the organization quality, (2) having a clear commitment to improve the quality, (3) communicating the quality improvement, (4) ) guarantee the customer’s necessary as the center of policy and work of the organization. (5) Ensure the accessibility of sufficient channels to accommodate the customer’s opinions, (6) leads the development of staff. (7) Cautious and prudent to face the staff’s guilt, (8) directing the innovation of organizations, (9) ensure clarity of the organizational structure, assigns the responsibilities and delivers the delegated are appropriately and maximally, (10) has a firm nature to exclude deviations from organizational culture, (11) builds a culture of active working groups, and (12) builds appropriate mechanisms to monitor and evaluate accomplishment. 12
The objective of builds the field of subject in Game Application Technology is to give the students a solid foundation of software development skills and to introduce the specific skills needed for developing game applications. The students are expected to develop their skills and master the techniques which will allow them to conduct research for both their thesis and/or to continue their studies.
Therefore, the leadership school-quality is crucial in achieving the school. The research by masters of educational management concluded that the quality of school gave influenced to the headmaster’s leadership. There were 3 criteria in headmasters-based quality: (1) are able to create a conducive atmosphere for students to learn, (2) teachers engage and develop personally and professionally, and (3) the whole community provides support and high expectations. The school can be entitled successfully if the headmaster should cultivate the school by the third things has been stated. The Blumberg and Greenfield theses were used in various country with different geographic and
Research by Kabilan, Adlina, and Embi (2011) reported on pre-service teachers’ meaningful experiences in collaborative projects and how they had enriched their professional development. The results showed their professional development engagements were enriched by envisioning professional development, gaining and enhancing five skills (i.e., planning and researching, problem-solving, the fundamental notion of learning, language skills, and computing skills), sharing and exchanging information, knowledge ideas, views and opinions related to the tasks given, and teachers socializing both within and between groups. For future research, they suggested that other researchers should also focus on additional popular online platforms, such as Facebook, Academia.edu and LinkedIn, as tools for their online professional development projects.
The aim of this study was to apply multimedia in enhancing students’ creative thinking skills. Research subject were eleventh-grade students that yet to learn redox concept, at one of senior high school in Bekasi. Experimental group was consisted of 50 studentsand control group was consisted of 51 students. Multimedia activities can be used to enhance students’ creative thinking by designing multimedia based on creative thinking activities. Students’ creative thinking enhancement is equal to students’ cognitive enhancement and research findings suggested that enhancement in all students’ creative thinking aspects by using interactive multimedia learning was significantly different than by PowerPoint learning. It was reflected by creative thinking enhancement of high and moderate criteria. The highest enhancement was on fluency (N-gain= 85.83%) and the lowest was on flexibility (N-gain= 54.93%).
Ogawa, M & Omoifo, C.N. (2002). Students’ Perception and Pattern of Trantition in Science Learning in Two Non-Western Cultures. Paper Presentation at the Annual Meeting of the National Assosiation for Research in Science Teaching (NARST). New Orleans: USA.
material explanation previously been prepared at home with the preparation was done by inserting appealing graphic features. This causes the teacher will have more efficient time without having to write material by hand on the board. Students will be more interested since the teaching materials are presented more attractively. Looking at the other options, the use of videos, listening activities, ad picture display are quite the same, accounting for 74%, 74%, and 77%, respectively. Merely around 40% teachers applied computers for group presentation.
Part I of the book focuses attention on subject matter content representation. Every learningand teaching transaction incorporates a defined body of content, which may be in the form of a set of facts, principles, procedures, skills or attitudes in which a group of targeted learners are expected to demonstrate competency. Quite often this body of subject matter content is organized according to themes or by topics. While this is an expedient and at times a useful way of organizing the selected body of subject matter, constructivist thinkers argue that this approach is not the only way, and certainly not a very meaningful way of representing content (Cognition andTechnology Group at Vanderbuilt, 1990, 1993; Schank, 1997; Schank and Cleary, 1995). They suggest that focusing attention on the facts, principles or procedures runs the risk of rote learningandlearning for short-term gains such as passing impending examinations. There have been long standing and very strong arguments put forth in favour of building and orchestrating learning environments that immerse learners in authentic learning experiences where facts, principles and procedures are embedded in activities, and engagement in this experience leads to the development of desirable competencies (Brown et al, 1989; Dewey, 1933, 1938; Piaget, 1952). These learning experiences are designed not so much to instruct as to provide the contexts wherein understanding and insight can be uniquely cultivated. They serve as ‘micro worlds and incubators for knowledge’ within which learners are able to deal with complex concepts in tangible and concrete ways (Papert, 1993, p 120), and where subject matter knowledge is allowed to evolve through the processes of exploring, inquiring, and constructing representations and/or artefacts (Hannafin and Land, 1997).