scholarly journals Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

2016 ◽  
Vol 21 (1) ◽  
pp. 32727 ◽  
Author(s):  
Kannan Ramar ◽  
Alice Gallo De Moraes ◽  
Bernardo Selim ◽  
Steven Holets ◽  
Richard Oeckler
Keyword(s):  
Mechanical Ventilation ◽  
Critical Care ◽  
Pilot Project ◽  
Self Directed Learning ◽  
Hands On ◽  
Directed Learning

scholarly journals The development and implementation of a curriculum to improve clinicians' self-directed learning skills: a pilot project

2003 ◽  
Vol 3 (1) ◽  
Author(s):  
Dawn MT Bravata ◽  
Stephen J Huot ◽  
Hadley S Abernathy ◽  
Kelley M Skeff ◽  
Dena MC Bravata
Keyword(s):  
Pilot Project ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals PROMOTING COLLABORATIVE, SELF-DIRECTED, HANDS-ON LEARNING IN ENGINEERING DESIGN IN UNDERGRADUATE AND GRADUATE TEACHING

2011 ◽  
Author(s):  
Khosrow Farahbakhsh
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Pollution Prevention ◽  
Learning By Doing ◽  
Problem Definition ◽  
Self Directed Learning ◽  
Laboratory Design ◽  
Hands On ◽  
Directed Learning ◽  
Design Skills

The face of engineering education is rapidly changing as more emphasis is placed on a self-directed, problem-based and design-driven approach. The School of Engineering at the University of Guelph has recognized the importance of engineering design education by introducing capstone design courses and encouraging incorporation of design in many senior-level courses. Two recent initiatives include inclusion of a student-led laboratory design project in the Mass Transfer Operations course (ENGG*3470) and a self-directed, problem-based approach to teaching a new graduate course in Pollution Prevention Engineering (ENGG*6790). Both courses placed a significant emphasis on “learning by doing” and importance of “self-directed learning”. Both courses also encouraged the development of various design skills such as problem definition, information collection, collaboration, innovation, communication, life-cycle costing, etc. This paper provides insights on these two courses and the approaches used to ensure a collaborative, hands-on and self-directed learning experience for students.

scholarly journals Crafting a DIY Campervan and Crafting Embodied, Gendered Identity Performances in a Hyper-masculine Environment

2019 ◽  
Vol 4 (1) ◽  
pp. 351-380
Author(s):  
Phiona Stanley
Keyword(s):  
Self Directed Learning ◽  
Gendered Identity ◽  
Instructional Videos ◽  
Hands On ◽  
Directed Learning ◽  
Multi Media ◽  
Craft Skills ◽  
The Moment ◽  
Individual Self ◽  
Sydney Australia

This paper presents a multi-media textual collage that shows rather than tells the lived experiences of my conversion of a DIY campervan over several months in a diesel mechanic workshop in Sydney, Australia. This is a “small culture,” (Holliday, 1999) to which I gained limited access as I developed craft skills and the confidence to speak back to relative, milieu-specific, gendered power. I use autoethnographic textual fragments written shortly after the moment to depict the struggle to acquire skills, build confidence, and cross “small” cultures in an unusual crafting context. Grounded theoretical insights are suggested as they relate to three things. First, I examine the nature of individual, self-directed learning as engendered by the non-expert, hands-on doing of craft supported by YouTube instructional videos. Second, I consider positive and negative affective identity factors, particularly feelings of competence or incompetence and challenges to my own (female, middle-aged, injured, and non-expert) embodiment. Third, I consider the collaborative, discursive ways in which hegemonic and non-hegemonic masculinities were talked into being as contingent, relational identities against the foil of a constructed “other.”

scholarly journals Virtual Reality Simulation Technology for Cardiopulmonary Resuscitation Training: An Innovative Hybrid System With Haptic Feedback

2019 ◽  
Vol 50 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Omamah Almousa ◽  
Joana Prates ◽  
Noor Yeslam ◽  
Dougal Mac Gregor ◽  
Junsong Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cardiopulmonary Resuscitation ◽  
Hybrid System ◽  
Haptic Feedback ◽  
Human Model ◽  
Chest Compressions ◽  
Self Directed Learning ◽  
Hands On ◽  
Directed Learning ◽  
Cpr Training

Objective. Although cardiopulmonary resuscitation (CPR) skills are lifesaving skills, the gap between awareness and actual training remains significant. Advances in technology are shaping the future of education and innovative learning solutions are essential to facilitate effective and accessible training. This project objective is to develop a self-directed educational system for hands-on CPR training using virtual reality (VR) technology. Methods. HTC VIVE was the chosen VR engine, and Unity3D was the software used for development. CPR skills including chest compressions, rescue breathing, and automated external defibrillator (AED) are taught in VR through focused instructions, demonstrations, and simulated interactive scenarios with hands-on training sessions. A tracking system was designed using virtual planes and VIVE-Tracker for accurate measurements of chest compressions (rate, depth, and recoil), hands’ position and AED. A real mannequin was integrated in the VR space and overlaid with virtual 3D-human model for realistic haptic feedback and hands-on training. VIVE-controller was used for precise calibration between the mannequin location in real environment and the virtual human model in VR space. Results. The VR-CPR prototype was designed to be generic, approachable, and easy to follow. Realism and interaction were achieved through 3D virtual scenes simulating common sites at which cardiac arrest may occur. Variety in scenarios and gamification features like scoring and difficulty levels of training were made to enhance users’ engagement. The VR-mannequin hybrid system enabled quality training and immersive learning experience. Further, real-time feedback and scoring system are built for self-directed learning and optimal performance. Conclusions. The developed VR-hybrid product is a structured educational tool for hands-on CPR training and ongoing practice. This innovative technology provides self-directed learning with no restrictions of time, place, or personnel, which are the main challenges with current traditional courses. This product is a promising CPR training initiative in the evolution of digital education.

scholarly journals Moving Hands-On Mechanical Engineering Experiences Online: Course Redesigns and Student Perspectives

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Jaclyn E Johnson ◽  
Nancy B Barr
Keyword(s):  
Conceptual Knowledge ◽  
Mechanical Engineering ◽  
Student Perspectives ◽  
Engineering Practice ◽  
Practice Session ◽  
Self Directed Learning ◽  
Face To Face ◽  
Hands On ◽  
Directed Learning ◽  
And Performance

Hands-on lab experiences are essential for enabling students to be successful engineers, especially those who identify as kinesthetic learners. This case study describes how a Mechanical Engineering Practice course sequence was redesigned during the COVID-19 emergency transition to remote learning and examines how students responded to these changes. The remote course included videos of Graduate Teaching Assistants conducting data acquisition phases of the practice session to replace hands-on experiments. To understand student perspectives and performance, researchers reviewed approximately 400 reflective essays from Spring 2020, and compared assignment submissions between Fall 2019 and Spring 2020. Results suggest that some students perceived the loss of hands-on activities as detrimental to their learning and it was not comparable to face-to-face counterparts. Furthermore, students felt forced to develop self-directed learning skills. However, in contrast to student comments in reflective essays, comparisons of assignment submissions suggested that students in Spring 2020 did not receive lower grades or have a reduced demonstration of conceptual knowledge obtained in the course.

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

eLearn ◽  
2021 ◽  
Vol 2021 (9) ◽  
Author(s):  
Anita Samuel ◽  
Steven Durning ◽  
Holly Meyer
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Discussion ◽  
Discussion Board ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Online Discussion Board ◽  
Hands On ◽  
Directed Learning ◽  
Evaluation Survey

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called ?onboarding,? was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. In addition, learners primarily found the onboarding process straightforward and mostly expressed a desire for more explicit instructions. The onboarding, catering to adult learner needs, provides a combination of personal interactions and self-paced activities, offers hands-on experience of the technologies that learners will be using in the program, and contextualizes all the technical activities within programmatic requirements. Providing a comprehensive onboarding process can help returning learners in their transition to blended learning

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