scholarly journals Competency-based Physiology UG curriculum: Use of novel learning tools

2021 ◽  
Vol 64 ◽  
pp. S19-S20
Author(s):  
Pradip B Barde ◽  
KK Deepak
Keyword(s):  
Learning Tools ◽  
Competency Based ◽  
Curriculum Use

An Ontology-Based Learning System in IT Project Management

2011 ◽  
pp. 191-210
Keyword(s):  
Learning Objects ◽  
Learning System ◽  
Learning Tools ◽  
It Project Management ◽  
Knowledge Domain ◽  
Tutoring Systems ◽  
Learner Model ◽  
Future Developments ◽  
E Learning ◽  
Competency Based

The development process is based on the state of the art IT technologies (metadata and ontology for knowledge manipulation, Web services, learner model, and intelligent tutoring systems). Besides interoperability and personalization, the proposed approach brings additional advantages, including: unitary interpretation of the content structure by different user categories or content providers; explicit specification of the knowledge domain, allowing the updating of the domain definition without major changes of e-learning tools and programmes; reuse of the learning objects with economical advantages by saving costs of (re)writing the content for the different course forms and strategies; reuse of the created tools in one domain in other domains; promoting the competency-based learning through the domain ontology and the relations between concepts and competencies. The results obtained in practice are very encouraging and suggest several future developments.

Methodical model for teaching foreign professional communication students of “Agricultural Engineering” programme based on content and language integrated learning

2019 ◽  
pp. 55-67
Author(s):  
Tatiana Baydikova
Keyword(s):  
Foreign Language ◽  
Professional Communication ◽  
Learning Tools ◽  
Integrated Learning ◽  
Agricultural Engineering ◽  
Principle Of Duality ◽  
Competency Based ◽  
Knowledge Personalization ◽  
And Control ◽  
Engineering Programme

Methodical model is a set of interconnected components that form a single system aimed at achieving a common goal – the formation of foreign language communicative competence among students in the “Agricultural Engineering” programme based on content and language integrated learning. The teaching system is built on the basis of system, competency-based, per-sonal-activity, communicative-cognitive approaches, as well as content and language integrated learning. These approaches are implemented in practice using a number of didactic and methodical principles. We describe in detail the methodical principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of gradual complication of content, the principle of duality of reliance on native and foreign lan-guages, the principle of optimality, the principle of knowledge personalization, the principle of in-teractivity and the principle of language adaptation. Content and language integrated learning of students is carried out on the basis of the following teaching methods: interactive, communicative, information-reproductive, productive, tandem-method, vocational teaching and control methods. The content of teaching based on content and language integrated modeling reflects the profile specifics of training specialists in the framework of a particular specialty. Learning tools are a set of tools of a teacher for the purpose of development, teaching and upbringing. We present and de-scribe in detail all the components of the methodical model.

scholarly journals Integrasi Kurikulum Kebencanaan dan Perangkat Pembelajaran dalam Meningkatkan Kompetensi Kesiapsiagaan

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Sri Adelila Sari ◽  
Sri Milfayetty ◽  
Fitrissani ◽  
Irma Suryani ◽  
Budiman ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Education And Training ◽  
Learning Tools ◽  
Education Curriculum ◽  
Conceptual Approach ◽  
Student Preparedness ◽  
E Learning ◽  
Competency Based ◽  
Disaster Education ◽  
And Training

AbstractOne way to anticipate that people are always in preparedness is through comprehensive education and training involving the community, family and schools. The specific purpose was to integrate disaster curricula and learning tools to improve preparedness competencies. Research has been conducted for 4 (four) years from 2013 to 2016 in Elementary Schools, Secondary Schools, and Higher Education in Aceh. The methods used were Research & Development, Classroom Action Research (CAR), and training and simulation. The results of this study found that the conceptual approach to the development of innovative disaster learning models was very helpful in shaping, growing, and increasing student preparedness holistically. The application of disaster curriculum integration, teaching materials, two and three-dimensional learning media, and e-learningbased learning were showed a significant impact on students' preparedness competencies. In addition, competency-based training and simulation activities were also effective in increasing disaster knowledge, attitudes, and community preparedness in educational institutions. This study concluded that the integration of disaster education curriculum & disaster learning devices could be improved preparedness competencies. The planning and design of disaster education curriculum, as well as its application in improving preparedness competencies through education and training/simulation could be carried out comprehensively.   Salah satu cara mengantisipasi agar masyarakat selalu berada dalam kesiapsiagaan adalah melalui pendidikan dan pelatihan yang sifatnya komprehensif dengan melibatkan masyarakat, keluarga, dan sekolah. Tujuan khususnya adalah untuk mengintegrasikan kurikulum kebencanaan dan perangkat pembelajaran untuk meningkatkan kompetensi kesiapsiagaan. Penelitian telah dilakukan selama 4 (empat) tahun sejak 2013 hingga 2016 di Sekolah Dasar, Sekolah Menengah, dan Pendidikan Tinggi di Aceh. Metode yang digunakan adalah Research & Development, Penelitian Tindakan Kelas (PTK), serta pelatihan dan simulasi. Hasil penelitian ini menemukan bahwa pendekatan konsep pengembangan model pembelajaran kebencanaan yang inovatif sangat membantu dalam membentuk, menumbuhkan, dan meningkatkan kesiapsiagaan peserta didik secara holistik. Penerapan integrasi kurikulum kebencanaan, bahan ajar, media belajar dua dan tiga dimensi, serta yang berbasis e-learning menunjukkan dampak yang signifikan terhadap kompetensi kesiapsiagaan peserta didik. Selain itu, kegiatan pelatihan dan simulasi berbasis kompetensi juga efektif terhadap peningkatan pengetahuan kebencanaan, sikap, dan kesiapsiagaan komunitas di lembaga pendidikan. Penelitian ini menyimpulkan bahwa integrasi kurikulum pendidikan kebencanaan & perangkat pembelajaran kebencanaan, dapat meningkatkan kompetensi kesiapsiagaan. Kegiatan perencanaan dan perancangan kurikulum pendidikan kebencanaan, serta penerapannya dalam peningkatan kompetensi kesiapsiagaan melalui pendidikan dan pelatihan/simulasi dapat dilakukan secara komperehensif.

scholarly journals Active Learning and Competency Preconditioning Strengthen Osteopathic Medical Student Performance, Physician Attributes, and Competency Assessments

2021 ◽  
Vol 10 (1) ◽  
pp. 10-10
Author(s):  
Vivek R Joshi ◽  
Michael J Younger ◽  
Bhargavi Joshi
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Student Performance ◽  
Core Competencies ◽  
Strong Positive Correlation ◽  
Learning Tools ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Background: Medical education has been reliant on didactic lectures, which are predominantly teacher-centered learning. Competency-based education was introduced in North America and with this came a paradigm shift in how schools conceptualize curricula and measure learning outcomes. This modern approach started a change away from traditional lecture-based and teacher-centered curricula to a more student-centric approach using various tools. Competency based education is widely regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. Authorities recommend seven core competencies which have various indicators to address student performance. The main purpose of this research is to utilize active learning tools to enhance this approach and then assess competencies in the first year of medical school to improve academic outcomes as well as exposing students to competency domains on which they will be assessed and to ultimately create a complete physician. Methods: The study was conducted at a medical school during the first semester of medical school and included 145 students. Various active learning tools, such as modified case-based learning, quizzes, and case discussions, were used to assess competency in a biochemistry and genetics course, and these were compared to questions based on concepts delivered by the traditional lecture method. Results: Student performance on high-stakes examinations after active learning sessions on content and concepts had statistically higher average percentages on the second, third and fourth examinations. The average Diff (p) for the second, third, and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83, and 0.92) with a positive moderate correlation for the second examination (r= 0.535) and strong positive correlation for the third and fourth examination (r=0.745 and r=0.856) for their final biochemistry grades. Conclusion: The study shows some positive and significant results that active learning methods are a useful and meaningful way to deliver a curriculum for a competency-based education system, and may be better suited than traditional lectures for providing content and assessing competencies which are necessary to become a complete physician.

scholarly journals A Review of Competency-Based Learning: Tools, Assessments, and Recommendations

2017 ◽  
Vol 106 (4) ◽  
pp. 607-638 ◽  
Author(s):  
Maria Henri ◽  
Michael D. Johnson ◽  
Bimal Nepal
Keyword(s):  
Learning Tools ◽  
Competency Based

scholarly journals Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 277-287
Author(s):  
Asier Arcos Alonso ◽  
Ander Arcos - Alonso
Keyword(s):  
Learning Process ◽  
Basque Country ◽  
Problem Based Learning ◽  
Bachelor's Degree ◽  
Learning Tools ◽  
Distance Teaching ◽  
Teaching Innovation ◽  
Competency Based ◽  
Teaching Learning ◽  
The University

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.   Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

scholarly journals PENILAIAN PORTOFOLIO BERBASIS GAYA BELAJAR SISWA DALAM MATA PELAJARAN BAHASA INDONESIA SEBAGAI IMPLEMENTASI PENILAIAN KURIKULUM 2013

2014 ◽  
Vol 14 (1) ◽  
pp. 121
Author(s):  
Wikanengsih Wikanengsih
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Support ◽  
Learning Tools ◽  
Review Of The Literature ◽  
Knowledge Based ◽  
Support Tools ◽  
Competency Based ◽  
The Government ◽  
Main Instrument

Curriculum 2013 has been implemented by the government at every level of school though gradually. This implementation requires educational practitioners particularly teachers to master a variety of learning support tools. This paper aims to examine and review the learning tools needed by a particular device for Curriculum 2013 assessment. Assessment as mandated by Curriculum 2013 is a competency-based assessment to measure attitudes, skills, and knowledge based on the process and learning outcomes. Incorporating an assessment of the process and learning outcomes, portfolio is the main instrument in the assessment. The portfolio that is commonly used nowadays has not addressed students’ characteristics and their learning styles. Review of the literature students’ learning styles-based protofolio including visual, auditory and kinesthetic styles

scholarly journals Pengembangan Perangkat Pembelajaran Filsafat Matematika melalui Pembelajaran Kooperatif Tipe STAD dengan Strategi Berbasis Kompetensi dan Konservasi

2015 ◽  
Vol 6 (2) ◽  
pp. 199
Author(s):  
Hardi Suyitno ◽  
Rochmad Rochmad
Keyword(s):  
Cooperative Learning ◽  
Feasibility Study ◽  
Positive Response ◽  
Lesson Plan ◽  
Philosophy Of Mathematics ◽  
Learning Tools ◽  
Test Results ◽  
Average Value ◽  
Competency Based

<p>Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Filsafat Matematika melalui pembelajaran kooperatif tipe STAD dengan strategi berbasis kompetensi dan konservasi. Perangkat dikembangkan menggunakan model 4-D yang dicetuskan oleh Thiagarajan, Semmel, &amp; Semmel. Dari segi validitas, silabus yang dikembangkan memperoleh skor kevalidan 86.11, SAP yang dikembangkan memperoleh skor kevalidan 89.58, kontrak perkuliahan yang dikembangkan memperoleh skor kevalidan 86.81, lembar kerja mahasiswa yang dikembangkan memperoleh skor kevalidan 86.81. Sementara dari segi kepraktisan, hasil pengamatan keterlaksanaan pembelajaran mendapatkan skor 91.00, serta respon positif mahasiswa terhadap semua aspek berada di atas 50%. Dari segi keefektifan, diperoleh hasil bahwa nilai rata-rata hasil tes pertama dan kedua meningkat dari 84.43 menjadi 94.49. Hasil tersebut menunjukkan bahwa perangkat pembelajaran Filsafat Matematika yang dikembangkan bersifat valid, praktis, dan efektif.</p><p>This research aims to develop a learning tools of Philosophy of Mathematics through STAD cooperative learning with the competency-based and conservation-based strategies. We develop the learning tools using 4-D models developed by Thiagarajan, Semmel, &amp; Semmel. In terms of validity, the syllabus obtain a score of validity 86.11, lesson plan obtain a score of validity 89.58, lectures contract obtain a score of validity 86.81, and student worksheets obtain a score of validity 86.81. In terms of practicality, observation of feasibility study get a score of 91.00, and we get more then 50% of positive response for all aspects in a questionnaire filled out by students. In terms of effectiveness, the average value of the first and the second test results increase of 84.43 into 94.49. These results suggest that the learning tools developed are valid, practical, and effective.</p>

scholarly journals Article Commentary: Online Learning Tools as Supplements for Basic and Clinical Science Education

2016 ◽  
Vol 3 ◽  
pp. JMECD.S18933 ◽  
Author(s):  
Matthew S. Ellman ◽  
Michael L. Schwartz
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Clinical Science ◽  
Learning Activities ◽  
Learning Tools ◽  
Clinical Communication ◽  
Competency Based ◽  
Medical Educators ◽  
Science Curricula

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

scholarly journals Active Learning and Competency Preconditioning: Strengthens Osteopathic Medical Student Performance, Physician Attributes and Competency Assessments.

2021 ◽  
Author(s):  
Vivek Joshi ◽  
Michael Younger ◽  
Bhargavi Joshi
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Medical School ◽  
Core Competencies ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Abstract Abstract: The medical education has been reliant on didactic lectures which are predominantly teacher centered learning method. The competency based medical education was introduced in North America and with this came the paradigm shift in how schools conceptualize curriculum and measure the outcomes to learning. This new and modern approach started a change away from the traditional lecture based and teacher centered curriculum to more student centric by using various tools. The competency-based education is vastly regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. AACOM recommends seven core competencies with in which you have various indicators which address the student’s performances. The main purpose of this research is to utilize active learning tools to assess the competencies in the first year of medical school which will provide better academic outcome, physician who is knowledgeable and satisfies all the competencies as needed by the Licensure authority. Materials & Methods: The study was conducted at medical school during the first semester of medical school and included 145 students. Various active learning tools like, team-based learning, quizzes, popup quizzes, case discussions were used to assess the competency in biochemistry and genetics course, and they were compared to questions based on concepts delivered by traditional lecture method. Results: The student’s performance on high stake examination after the active learning session on the content and concepts delivered and learnt had a statistically higher average percent point in the second, third and fourth examination. The average Diff (p) for second, third and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83 and 0.92) with positive moderate correlation for second examination(r= 0.535) and strong positive correlation for third and fourth examination ( r=0.745 and r=0.856) with their final biochemistry grades. Conclusion: The study does not prove that active learning methods are the best way to deliver curriculum for competency based education system, but there are some positive and significant data that has emerged which does convince that these active learning methods may be better suited for providing and assessing the competencies .

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