scholarly journals High touch, high feel in the virtual classroom: Lessons learned from a reflective practitioner in the aftermath of Covid-19

2020 ◽  
Vol 04 (02) ◽  
pp. 17-22
Author(s):  
Susan Dennett
Keyword(s):  
Virtual Classroom ◽  
Lessons Learned ◽  
Reflective Practitioner

scholarly journals Lessons learned from the first worldwide accessible e-learning in Landscape Ecology

2020 ◽  
Vol 83 ◽  
pp. 1-14
Author(s):  
Felix Kienast ◽  
Selina Gosteli ◽  
Thomas C. Jr. Edwards ◽  
Gregor Martius
Keyword(s):  
Landscape Ecology ◽  
Success Factors ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Learning Tools ◽  
Completion Rates ◽  
Course Performance ◽  
International Consortium ◽  
Distant Learning

Massive open online courses (MOOCs) are distance learning tools for individualized learning. They allow students to learn at their own pace in a virtual classroom. We describe success and pitfalls of the MOOC Landscape Ecology, designed as an undergraduate University course taught by an international consortium of Professors covering theory and application of the field. The paper describes course performance with summary metrics, illustrates contents and didactic tools, and provides a list of suggestions for instructors who engage in distant learning. We identify the following five key success factors for this and related MOOCs: (1) commitment and passion of an international consortium of lecturers; (2) a sound mixture of theory and practice; (3) numerous field-videos; (4) content and skill-oriented practicums (here using R, GIS, remote sensing); and (5) interactive formats where students discuss and share their opinions. In all runs of our MOOC we experienced some difficulties with peer-assessed writing tasks due to widely differing “review cultures”. The instructor-paced MOOC attracted over 3500 students in 2018 and 2019, and had comparably high completion rates (14% and 11%, respectively), compared to typical MOOC completion rates ranging from 5% to 15%. Completion rates in our self-paced run in 2020 were 8-9% only.

Lessons Learned From Virtual Teaching and Learning in Elementary Education During C19 Disruption

2021 ◽  
pp. 237-250
Author(s):  
Sophia E. Moros
Keyword(s):  
Elementary Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Elementary Principal ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Community Schools ◽  
E Learning ◽  
Principal Author ◽  
Phase Process

This chapter sets out to present and reflect on the creative approaches implemented in teaching and learning during disruption, specifically in grades JK-5 that quickly became a reality at the American Community Schools (ACS) of Athens because of the C19 pandemic in the spring of 2020. During that time ACS Athens administration, including the schools' President, the Director of e-Learning, Dean of Academics, and the Elementary Principal (author) designed a “5-Phase Process as a disruptive intervention to transition from a traditional four-walled classroom into a virtual classroom, thus transforming learning experiences, routines, and perspectives.” This chapter will provide a framework for the details of each phase while sharing the immediate responses to virtual learning which were based on best practices and technological pedagogical framework.

scholarly journals Metodologia baseada em sala de Aula invertida e Resolução de Problemas relacionado ao cotidiano dos estudantes: uma proposta para ensinar programação para iniciantes

2017 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Lucia Maria Martins Giraffa ◽  
Luana Müller
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Daily Life ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Drop Out ◽  
The Internet ◽  
Leisure Interests

INTRODUCTION: This paper presents the lessons learned from a methodology created to support the teaching of programming for beginners based on Flipped Classroom and Problem Solving approaches using a virtual classroom and exercises linked with student leisure interests. OBJECTIVES: To help students stay on schedule and avoid discipline drop out. METHODOLOGY: we created a virtual classroom with different resources with videos, code examples, and exercises statements that allowed us to approach the interests of the students through situations anchored in their leisure habits. RESULTS: options and possibilities to integrate multiple spaces and tools on the Internet, examples of exercises related to the daily life of the students.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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