954 resultados para team learning approach in education
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Thailand is undergoing a period of major educational reform. Drawing on Thai and Australian experiences, ways of assisting school leaders to develop more collaborative methods of decision-making in Thai schools are investigated. The thesis reports a number of innovative techniques which are shown to work effectively in professional development programs for Thai school leaders.
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Team learning is considered as a constructive way for enhancing students learning in collaborative environment. It involves interaction between students through peer-to-peer learning, which makes students to be problem solver, an excellent communicator, a good reviewer and a manager. The School of Engineering at Xxx University practices project/design based learning as one of its learning and teaching approach. The project/design based learning process helps students to be self directed leaners which enhances the student learning outcomes towards attaining graduate career expected skills. An Overarching goal of this study is assessing the team learning experiences of cohort of students from third year civil undergraduate engineering in a project/design based learning approach at Xxx University. From the students’ experiences and views, this study will investigate and visualize the students choice of a unique team learning practice which enhances their learning outcomes in project/design based curriculum.
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An exploration of a distinctive inter-disciplinary, problem-based, team-based and student centred learning environment: the Inter-disciplinary Industrial Project. Goal-free evaluation shows the IDIP successfully prepares students for the workplace. Case study narratives and outcome oriented conceptual models elaborate a Grounded Theory of Team-based Problem Solving.
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<b>Background:</b><br />Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers.<br /><br /><b>Objectives:</b><br />To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students.<br /><br /><b>Design:</b><br />A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach.<br /><br /><b>Settings:</b><br />The Bachelor of Nursing program in an Australian university.<br /><br /><b>Participants:</b><br />Academics and second year undergraduate nursing students.<br /><br /><b>Methods:</b><br />A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index).<br /><br /><b>Results:</b><br />The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing.<br /><br /><b>Conclusions:</b><br />Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation research can be used to develop cross-cultural nursing education interventions.
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In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. In this paper we study several approaches to adapt the learning content to mobile phones. We present an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices.
Resumo:
In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. This paper studies several approaches to adapt the learning content to mobile phones. It presents an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices.
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This qualitative study examined collective learning within nursing clinical groups. Specifically, it explored the influence of the individual on the group and the impact of the group on the individual. The study was organized using the concepts from Debbie Kilgore's theory of collective learning (1999). The sample consisted of 1 8 second-year university nursing students and 3 clinical instructors. Data were collected via individual interviews with each participant and researcher's observations during a group conference. The interviews were tape-recorded, transcribed, and analyzed using key concepts from Kilgore's framework. Several interesting findings emerged. Overall, it appeared that individual components and group components contributed to the quality and quantity of collective learning that occurred in the groups. Individually, each person's past group experiences, personality, culture, and gender influenced how that individual acted in the group, their roles, and how much influence they had over group decisions. Moreover, the situation which seemed to cause the greatest sense of helplessness and loss of control was when one of their group members was breaking a norm. They were unable to deal with such situations constructively. Also, the amount of sense of worthiness (respect) and sense of agency (control) the member felt within the group had an impact on the person's role in group decisions. Finally, it seemed that students felt more connected with their peers within the clinical setting when they were close with them on a personal and social level. With respect to the group elements, it seemed that the instructors' values and way of being were instrumental in shaping the group's identity. In group 2, there were clear examples of group consciousness and the students' need to go along with the majority viewpoint, even when it was contrary to their own beliefs. Finally, the common goal of passing clinical and dealing with the fears of being in the clinical setting brought solidarity among the group members, and there seemed to be a high level of positive interdependence among them. From the discussion and analysis of the findings, recommendations were given on how to improve the learning within clinical groups.
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This paper reports on an evaluation of an innovative, online resource-based learning (RBL) approach used in first year psychology at Deakin University. The evaluation revealed a number of critical issues that must be considered to ensure effective implementation of an RBL approach. Emphasis is giveen to educational considerations covering the use and value of a diversity of print and electronic learning resources, online discussions and face-to-face teaching arrangements. The importance of strong integration of all elements of the learning environment, and provision of clear guidelines to learning are highlighted.<br />
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The purpose of this study was to assess the influence of an adventure learning program, based on participation in group adventure initiative tasks (GAITs), on participant self-esteem and, further, to examine any associated gender differences in the dependent variable. The study took place within the framework of the 'Group Dynamics in Action' unit offered at the University of South Australia, Underdale Campus, in semester 2, 1994. The course included participation in group adventure initiative tasks, the identification and examination of group dynamic processes, the investigation of individual roles within the small group and the review of these processes in the group setting. The program also included an experience on a high ropes course. Both quantitative and qualitative data was gathered to gain insight into gender differences and their relationship to the dependent variable and also to provide insight into any discrepancy in outcomes between males and females with regard to participation in group adventure initiative tasks. The sample set of participants was drawn from undergraduate students studying at the University of South Australia in the Bachelor of Teaching (Primary), Bachelor of Education (Secondary Physical Education Teaching) and Bachelor of Applied Science (Exercise and Sport Science) courses. Subjects were assigned to either experimental or control conditions and the experimental group were then randomly assigned to one of three treatment groups. Sixty one (N = 61) male and female subjects were tested pre and post-treatment period. Psychological tests included the Coopersmith Self Esteem Inventory (Coopersmith 1981) and an adaptation of Coopersmith's Behaviour Rating Form (Coopersmith 1967). Qualitative data was gathered using Kuhn's Twenty Statements Test (Kuhn and McPartland 1954), a self-esteem questionnaire, observations made by the researcher and other staff about subjects interactions and from weekly journals kept by subjects throughout the treatment. The duration of the treatment period was 14 weeks consisting of 14, 2 hour seminars.
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Il y a quelques dcennies, lmergence du discours de la promotion de la sant inflchissait un nouveau tournant la sant publique, orientant sa pratique vers laction communautaire, participative et intersectorielle. Paralllement, au Qubec, la rforme du systme de sant de 2004 rorganisait le niveau de gouverne locale travers la cration des centres de sant et de services sociaux (CSSS). Ceux-ci doivent articuler les secteurs des soins et de la sant publique travers un continuum de services qui va de la promotion de la sant aux soins palliatifs. Ces changements ont des implications majeures pour les acteurs de la sant et de la sant publique, qui doivent composer avec de nouveaux rles professionnels et de nouvelles stratgies daction. Le dveloppement professionnel est considr comme un levier potentiel pour soutenir ces changements. En 2009, une quipe de la Direction de la sant publique de lAgence de sant et des services sociaux de Montral concevait un programme de dveloppement professionnel appel le Laboratoire de promotion de la sant. Ce programme mise sur une approche dapprentissage de groupe pour permettre aux professionnels des CSSS de dvelopper de nouvelles comptences, une pratique rflexive ainsi que de nouvelles pratiques de promotion de la sant. Base sur une mthodologie gnrale qualitative et une approche dvaluation collaborative, cette thse utilise plusieurs stratgies dinvestigation afin dvaluer le Laboratoire de promotion de la sant sous trois angles, qui renvoient sa conceptualisation, son implantation et ses effets. Plus spcifiquement, elle vise : (1) examiner la plausibilit de la thorie dintervention du programme; (2) dcrire et comprendre les processus dapprentissage dquipe ainsi que les facteurs qui les influencent; et (3) explorer, du point de vue des participants, les effets rflexifs du Laboratoire. Afin de rpondre ces objectifs, la thse mobilise diverses perspectives thoriques lies lapprentissage individuel, dquipe et organisationnel. Les rsultats des analyses dmontrent que : (1) malgr quelques amliorations possibles, le modle du programme est gnralement bien conu pour parvenir aux rsultats viss; (2) limplantation de ce modle dans deux sites a donn lieu des processus dapprentissage dquipe diffrents, bien que conditionns par des facteurs communs lis aux participants, lquipe, au contexte organisationnel et limplantation du programme; (3) tel que vis, les participants des deux sites ont dvelopp de la rflexivit vis--vis leur pratique et leur rle professionnel cette rflexivit adoptant une fonction formative ou critique en regard de lexprience professionnelle. Ces rsultats soulignent le potentiel que reprsente lvaluation de la thorie dintervention pour amliorer la conceptualisation dun programme de dveloppement professionnel, ainsi que lintrt et la pertinence dvaluer les processus dapprentissage au niveau de lquipe dans le cadre dune approche collective de dveloppement professionnel. De plus, ils appuient limportance de lapprentissage rflexif pour lamlioration des pratiques et lengagement social des professionnels. En ce sens, ils proposent diffrentes avenues qui ont le potentiel de consolider les capacits de la main-duvre de sant publique et dinfluer consquemment sur son efficacit amliorer la sant des collectivits dans le prochain sicle.
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El trabajo cooperativo se puede definir como aquella actividad realizada por dos o ms personas conjuntamente de forma equitativa o proporcional, para alcanzar unos objetivos y, en definitiva, aprender. La doctrina utiliza terminologa diversa, trabajo en equipo, trabajo en grupo, trabajo cooperativo, trabajo colaborativo. En algunos casos hacen distinciones claras entre unos y otros, pero en realidad son pocas las diferencias, y yo personalmente prefiero utilizar esa terminologa indistintamente. El trabajo cooperativo presenta muchas ventajas para el aprendizaje y la enseanza como se podr comprobar. Mi experiencia docente me ha llevado a utilizar de forma regular el trabajo en grupo en el sistema de evaluacin continua, de ah mi inters en esta cuestin, especialmente porque en algunos casos he encontrado ciertas dificultades en su puesta en prctica. Estos son los motivos que me han llevado a estudiar en qu consiste realmente el trabajo colaborativo y en cmo pueden evitarse aquellas dificultades. Desde mi punto de vista para evitar la disfuncin del trabajo en equipo se ha de realizar un buen diseo de las actividades, y una adecuada evaluacin del proceso de aprendizaje o desarrollo de la actividad, tanto a nivel individual como de grupo. En ambos casos es fundamental la funcin del docente que debe programar las actividades cooperativas correctamente, pero adems debe informar, dirigir, orientar, mediar, animar durante todo el proceso de aprendizaje, dependiendo de las diferentes necesidades de cada grupo. En cuanto a la evaluacin del trabajo en grupo, se han de calificar tanto el trabajo individual como el resultado final del equipo, y para ello creo muy apropiada la utilizacin de una serie indicadores a observar en los mecanismos interpsicolgicos, distinguiendo entre tres dimensiones en el proceso de aprendizaje cooperativo: la interdependencia positiva, la construccin del significado y las relaciones psicosociales. Se prestar una especial atencin a la fase de construccin del significado pues es el centro del proceso. Dichos indicadores se extraen de la observacin del dilogo y discusin de los miembros del grupo entre ellos, y con el profesor, y nos dan pautas para comprobar las aportaciones de cada estudiante al equipo, su trabajo individual y su contribucin al trabajo colaborativo. Esto facilitar una adecuada evaluacin
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La implicacin de los alumnos en la Universidad se considera desde la perspectiva de la participacin activa en el proceso de su aprendizaje. El aula se considera un entorno dinmico dentro del cual se debe producir el aprendizaje y se deben proporcionar las bases que faciliten los procesos de aprendizaje posteriores. El marco de actuacin se propone que sea el de tcnicas grupales como la Dinmica de Grupo y el T-group. Los procesos facilitadores del aprendizaje se proponen que sean mediante la provocacin de insight y catarsis. El marco terico se considera desde la Neurosociologa, y los aspectos ontolgicos, el alumno como sujeto y objeto, y epistemolgicos, en cuanto a la relacin del alumno como sujeto, con el entorno y con el objeto, se consideran desde la propuesta del paradigma Neuro-cuntico. El objetivo es facilitar y considerar la adquisicin del conocimiento terico-prctico, segn las caractersticas personales de cada alumno, orientado a los alumnos de cualquier rea de Conocimiento, especialmente a los de Ciencias Humanas, Jurdicas y Sociales, porque su objeto de estudio es el ser humano y los aspectos relacionados con su Cultura. Los conceptos que se trabajan principalmente son los relacionados con el objeto (observado) y sus caractersticas; el sujeto (observador) y sus caractersticas; la relacin sujeto-objeto, y la influencia que tienen los contenidos mentales de los alumnos, como sujeto, en la observacin de los hechos. La aplicacin de este programa ser al inicio del perodo en el que se tratan aspectos relativos a la metodologa, los conceptos tericos y las caractersticas del conocimiento
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El nostre estudi s fruit del treball conjunt entre professorat universitari, dinfantil, primria i secundria i alumnat del Mster dArt i Educaci: un enfocament construccionista, dins del projecte ARIE 2008, de la Universitat de Girona: El desenvolupament de la competncia comunicativa, cultural i artstica. Una experincia cooperativa en Xarxa
