Occasional white boarding : examining the effects of physics students' understanding of motion graphs

The Modeling method of teaching has demonstrated well--‐documented success in the improvement of student learning. The teacher/researcher in this study was introduced to Modeling through the use of a technique called White Boarding. Without formal training, the researcher began using the White Boarding technique for a limited number of laboratory experiences with his high school physics classes. The question that arose and was investigated in this study is “What specific aspects of the White Boarding process support student understanding?” For the purposes of this study, the White Boarding process was broken down into three aspects – the Analysis of data through the use of Logger Pro software, the Preparation of White Boards, and the Presentations each group gave about their specific lab data. The lab used in this study, an Acceleration of Gravity Lab, was chosen because of the documented difficulties students experience in the graphing of motion. In the lab, students filmed a given motion, utilized Logger Pro software to analyze the motion, prepared a White Board that described the motion with position--‐time and velocity--‐time graphs, and then presented their findings to the rest of the class. The Presentation included a class discussion with minimal contribution from the teacher. The three different aspects of the White Boarding experience – Analysis, Preparation, and Presentation – were compared through the use of student learning logs, video analysis of the Presentations, and follow--‐up interviews with participants. The information and observations gathered were used to determine the level of understanding of each participant during each phase of the lab. The researcher then looked for improvement in the level of student understanding, the number of “aha” moments students had, and the students’ perceptions about which phase was most important to their learning. The results suggest that while all three phases of the White Boarding experience play a part in the learning process for students, the Presentations provided the most significant changes. The implications for instruction are discussed.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

Challenges for medical educators: results of a survey among members of the German Association for Medical Education

BACKGROUND Despite the increasing interest in medical education in the German-speaking countries, there is currently no information available on the challenges which medical educators face. To address this problem, we carried out a web-based survey among the members of the Association for Medical Education (Gesellschaft für medizinische Ausbildung, GMA). METHODS A comprehensive survey was carried out on the need for further qualifications, expertise and the general conditions of medical educators in Germany. As part of this study, the educators were asked to list the three main challenges which they faced and which required urgent improvement. The results were analysed by means of qualitative content analysis. RESULTS The questionnaire was completed by 147 of the 373 members on the GMA mailing list (response rate: 39%). The educators named a total of 346 challenges and emphasised the following areas: limited academic recognition for engagement in teaching (53.5% of educators), insufficient institutional (31.5%) and financial support (28.4%), a curriculum in need of reform (22.8%), insufficient time for teaching assignments (18,9%), inadequate teacher competence in teaching methods (18.1%), restricted faculty development programmes (18.1%), limited networking within the institution (11.0%), lack of teaching staff (10.2%), varying preconditions of students (8.7%), insufficient recognition and promotion of medical educational research (5.5%), extensive assessment requirements (4.7%), and the lack of role models within medical education (3.2%). CONCLUSION The medical educators found the biggest challenges which they faced to be limited academic recognition and insufficient institutional and financial support. Consequently, improvements should be implemented to address these issues.

Implementation of a virtual correlative light and transmission electron microscope

In the long run, the widespread use of slide scanners by pathologists requires an adaptation of teaching methods in histology and cytology in order to target these new possibilities of image processing and presentation via the internet. Accordingly, we were looking for a tool with the possibility to teach microscopic anatomy, histology, and cytology of tissue samples which would be able to combine image data from light and electron microscopes independently of microscope suppliers. With the example of a section through the villus of jejunum, we describe here how to process image data from light and electron microscopes in order to get one image-stack which allows a correlation of structures from the microscopic anatomic to the cytological level. With commercially available image-presentation software that we adapted to our needs, we present here a platform which allows for the presentation of this new but also of older material independently of microscope suppliers.

Improving children’s cognitive performance – Effect of a memory strategy training in children born very preterm

Aims: To examine the effect of memory strategy training on different aspects of memory in children born very preterm and to determine whether there is a generalization of the training effect to non-trained functions. The influence of individual factors such as age and performance level on the training success will be determined. Methods: In a randomized, controlled and blinded clinical trial, 46 children born very preterm (aged 7-12 years) were allocated to a memory strategy training (MEMO-Training, n=23) or a control group (n=23). Neuropsychological assessment was performed before, immediately after the training and at a 6-month follow-up. In the MEMO-Training, five different memory strategies were introduced and practiced in a one-to-one setting (4 hour-long training sessions over 4 weeks, 20 homework sessions). Results: A significant training-related improvement occurred in trained aspects of memory (verbal and visual learning and recall, verbal working memory) and in non-trained functions (inhibition, mental arithmetic). No performance increase was observed in the control group. At six months follow-up, there was a significant training-related improvement of visual working memory. Age and performance level before the training predicted the training success significantly. Conclusion: Teaching memory strategies is an effective way to improve different aspects of memory but also non-trained functions such as inhibition and mental arithmetic in children born very preterm. Age and performance level influence the success of memory strategy training. These results highlight the importance of teaching children memory strategies to reduce scholastic problems.

Teachers' Views of Human Rights Education

The Universal Declaration of Human Rights (UDHR) states that education should be "directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms... promote understanding, tolerance and friendship among all nations, racial or religious groups." This study surveyed 53 teachers on their views of Human Rights Education, including their familiarity with the concept, their self-efficacy with teaching it, and conditions that would increase the likelihood of their teaching it. The study found that, regardless of familiarity with the topic, years of teaching experience, or school location (urban/suburban), most teachers were open to teaching Human Rights Education. They did identify the need for better resources in the form of lesson plans, teaching materials, and professional training. In addition, support from other teachers, administration, and parents was felt to be important in order for them to undertake Human Rights Education. The best strategy to move forward with Human Rights Education would be to provide resources and support for teachers so that we can be living up to the expectations put forth in the UDHR.

Preservice Teacher Preparation in Meeting the Needs of Gifted and Other Academically Diverse Students

The issue of how to respond to the diverse academic needs of students is one of the central challenges of teaching. This project studied how preservice teachers develop an awareness of the needs of academically diverse learners and how they intend to implement and/or modify instruction to meet those needs. Participants all came from one university. As part of the design of the study, the participants were surveyed to investigate (a) their attitudes and beliefs towards academically diverse learners; (b) the teaching practices they would utilize in response to academic diversity in their classrooms; and (c) the confidence they have in their abilities to identify and address these various needs in their classrooms. Several strategies including activities to enhance creativity, cooperative learning, individual instruction, problem-solving activities, and projects were considered noteworthy for the ratings by the preservice teachers as appropriate for all students. Small differences were found based on the preservice teachers' year of placement in the School of Education, indicating that as students progress through this program, they may learn more about different techniques and when and for whom they are appropriate; however, differences across groups were not statistically significant. Results also indicated that across the different years in the program, preservice teachers did not have very high or very low confidence in addressing these issues in their own classrooms. Each grouping fell around the middle level of confidence.

Prospective EFL (English as a Foreign Language) Teachers’ Perceptions of Learner Autonomy

This study investigated prospective EFL (English as a Foreign Language) teachers’ perceptions of learner autonomy. Main aim was to see whether the education they receive on how to teach English make any difference in prospective EFL teachers’ perceptions regarding learner autonomy. A researcher-developed questionnaire was administered to 179 students studying in the program of ‘Teaching English as a Foreign Language’ at Anadolu University in Turkey. Results of the study indicated that generally there is not much difference between the first and fourth year participants of the study in terms of their perceptions of learner autonomy.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

The impact of a computer based adult literacy program on literacy and numeracy : evidence from India

With over 700 million illiterate adults in the world, many governments have implemented adult literacy programs across the world, although typically with low rates of success partly because the quality of teaching is low. One solution may lie in the standardization of teaching provided by computer-aided instruction. We present the first rigorous evidence of the effectiveness of a computer-based adult literacy program. A randomized control trial study of TARA Akshar Plus, an Indian adult literacy program, was implemented in the state of Uttar Pradesh in India. We find large, significant impacts of this computer-aided program on literacy and numeracy outcomes. We compare the improvement in learning to that of other traditional adult literacy programs and conclude that TARA Akshar Plus is effective in increasing literacy and numeracy for illiterate adult women.

Educational innovation applied in the UNESCO chair of mining and industrial heritage

The “Innovatio Educativa Tertio Millennio” group has been 10 years developing educational innovation techniques, actually has reached the level of teaching on the technical teachers has developed, and share them with other groups, that can implement them in their teaching activities. UNESCO Chair of Mining and Industrial Heritage has been years working on heritage, and on the one hand teaching in conservation and maintenance of heritage, and on the other doing raise awareness of the meaning of heritage, the social value and as must be managed effectively. Recently these two groups work together, thus is spreading in a much more effective manner the concepts of heritage, its meaning, its value, and how to manage it and provide effective protection. On one hand being a work of dissemination based on internet and on radio broadcasting, and on the other one of teaching based on educational innovation, and courses, conferences, and face-to-face seminars or distance platforms.

Overview of international research in generic competence assessment

The competency assessment is a key issue for improving the quality of teaching and learning within the current European Higher Education Area (EHEA). The aim of this paper is to review the current research on assessment of generic competences, especially through online tools. It has conducted a search of the Web of Knowledge (Thomson Reuters) from keywords. It have been reviewed the abstracts and the results have been classified by time periods, countries and research area. It has selected a set of articles of the period 2010?2012, in which we have analyzed future trends. It is concluded that the research of assessment generic competences is been developing nowadays in educational area, although is still more important in the professional one. Additionally, it is surprising that appears most often used in preuniversity education levels. The academic context has increased research activities over the past five years, with different developments in the Anglo?Saxon countries over that those countries attached to the Bologna Process. The latest reports indicate that the learning competences must meet the individual reality of each person, so that the use of ICTs in their development and evaluation are essential given its immediacy and motivational ability. There is a clear trend towards an evaluation model that includes a 360º specific and generic competences analysis.

Use and abuse of audivisual media in the college classroom. Slides show and web pages

The multimedia development that has taken place within the university classrooms in recent years has caused a revolution at psychological level within the collectivity of students and teachers inside and outside the classrooms. The slide show applications have become a key supporting element for university professors, who, in many cases, rely blindly in the use of them for teaching. Additionally, ill-conceived slides, poorly structured and with a vast amount of multimedia content, can be the basis of a faulty communication between teacher and student, which is overwhelmed by the appearance and presentation, neglecting their content. The same applies to web pages. This paper focuses on the study and analysis of the impact caused in the process of teaching and learning by the slide show presentations and web pages, and its positive and negative influence on the student’s learning process, paying particular attention to the consequences on the level of attention within the classroom, and on the study outside the classroom. The study is performed by means of a qualitative analysis of student surveys conducted during the last 8 school Civil Engineering School at the Polytechnic University of Madrid. It presents some of the weaknesses of multimedia material, including the difficulties for students to study them, because of the many distractions they face and the need for incentives web pages offer, or the insignificant content and shallowness of the studies due to wrongly formulated presentations.