scholarly journals Applied Knowledge Retention – Are Active Learning Tools the Solution?

2020 ◽  
Author(s):  
Sushil Acharya ◽  
Bruce Maxim ◽  
Jeffrey Yackley
Keyword(s):  
Active Learning ◽  
Knowledge Retention ◽  
Learning Tools ◽  
Applied Knowledge

scholarly journals Using Academia-Industry Partnerships to Enhance Software Verification & Validation Education via Active Learning Tools

2017 ◽  
Vol 6 (2) ◽  
pp. 69
Author(s):  
Sushil Acharya ◽  
Priyadarshan Manohar ◽  
Peter Wu ◽  
Walter Schilling
Keyword(s):  
Active Learning ◽  
Software Verification ◽  
Gap Analysis ◽  
Course Delivery ◽  
National Science Foundation Grant ◽  
Learning Tools ◽  
Engineering Software ◽  
Develop Software ◽  
Applied Knowledge

Imparting real world experiences in a software verification and validation (SV&V) course is often a challenge due to the lack of effective active learning tools. This pedagogical requirement is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains. Realizing the necessity the authors designed and developed 42 delivery hours of active learning tools consisting of Case Studies, Class Exercises, and Case Study Videos for use in courses that impart knowledge on SV&V topics viz. requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure are used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership.In this paper, we discuss in detail the four project plans the researchers and their industry counterparts followed over the past two years in the development and eventual dissemination of the active learning tools. A course enhancement plan was used to drive activities related to reviewing, enhancing, and modularizing modules, identified by a gap analysis performed by focus groups comprised of industry and academic partners. The course delivery plan was used to drive activities related to developing content delivery strategies. An evaluation and assessment plan was used to drive activities related to periodically evaluating student learning and assessing the project. And finally a course dissemination plan is being used to drive activities related to distributing course modules and assessment reports. The tools have been shared through two workshops and other means with instructors in universities and industry partners.

scholarly journals Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Sushil Acharya ◽  
Priyadarshan Anant Manohar ◽  
Peter Wu ◽  
Bruce Maxim ◽  
Mary Hansen
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Assessment Tools ◽  
National Science Foundation Grant ◽  
Learning Tools ◽  
Design Development ◽  
Applied Knowledge

Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&V courses. The active learning tools focus on some specific SV&V topics such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools.In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like pre-requisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

Google Docs and SurveyMonkey™: lecture-based active learning tools

2013 ◽  
Vol 47 (5) ◽  
pp. 518-518 ◽  
Author(s):  
Daniel R George ◽  
Tomi D Dreibelbis ◽  
Betsy Aumiller
Keyword(s):  
Active Learning ◽  
Learning Tools ◽  
Google Docs

scholarly journals Strategies to implement community training to promote responsible self-medication in Indonesia: a qualitative study of trainers

2020 ◽  
Author(s):  
Adji P Setiadi ◽  
Yosi I Wibowo ◽  
Eko Setiawan ◽  
Ika Mulyono ◽  
Susilo A Wardhani ◽  
...  
Keyword(s):  
Active Learning ◽  
Organizational Support ◽  
Cultural Context ◽  
Outcome Evaluation ◽  
Future Research ◽  
Training Methods ◽  
Learning Tools ◽  
Pharmacy Staff ◽  
Self Medication ◽  
The Government

Abstract Background A community-based approach has been identified as one key strategy to improve the health of Indonesians. In 2015, the government initiated the ‘Smart Use of Medications Movement’ (GeMa CerMat) to promote responsible self-medication. This study aims to explore pharmacist/pharmacy staff trainers’ views on strategies to implement GeMa CerMat community training. Methods Four focus group discussions were conducted with 38 pharmacist/pharmacy staff trainers in Ngawi, Indonesia and a thematic analysis was used to obtain the key strategies. Results The identified key strategies were building community readiness via well-designed training (considering participant characteristics, training methods, and materials and resources); policy, regulation and organizational support; access to training in a cultural context; communication media to promote training and the inclusion of active-learning tools. Conclusions These identified multilevel strategies require collaboration among national bodies and the involvement of trusted community members (‘change agents’). A new strategy using ‘active learning tools’ was necessary to build critical thinking and understanding of the use of medications in everyday life. Future research should focus on process, impact and outcome evaluation involving GeMa CerMat training implementation and sustainability in Indonesia.

(Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation

2020 ◽  
Vol 15 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Sara Dexter ◽  
Davis Clement ◽  
Daniel Moraguez ◽  
Ginger S. Watson
Keyword(s):  
Active Learning ◽  
Leadership Preparation ◽  
Learning Tools ◽  
Cognitive Demands ◽  
Pedagogical Tools ◽  
Pedagogical Strategies ◽  
Abstract Class ◽  
The Rich ◽  
Digital Simulations ◽  
Educational Leadership Preparation

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

scholarly journals Effectiveness of E-Learning for University Students: Evidence from Bangladesh

2018 ◽  
Vol 8 (10) ◽  
pp. 352-360
Author(s):  
Mohammad Ali ◽  
S.M Khaled Hossain ◽  
Tania Ahmed
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Associated Factors ◽  
Quick Response ◽  
Learning Tools ◽  
Level Data ◽  
E Learning ◽  
University Level ◽  
Class Room

The aim of current study is to analyse the effectiveness of e-learning for the students at university level. Data have been collected through questionnaire and it was given to 700 students. The questionnaire was returned by 667 students and 94.9% of them are using different e-learning tools, techniques or platforms. Eight variables have been used to measure the effectiveness of e-learning. Cronbach’s alpha test is used to measure the reliability and internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and to measure the factors loading in the study. One sample t-test has been performed to test the hypotheses. The outcome of the study supports that e-learning is faster, time and cost friendly, appropriate to work independently, add value to the learning of the students, usable for the purpose of active learning, faster, quick response, applicable outside the class room and quality of e-learning is satisfactory which indicates e-learning is effective.

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