Search Results for
"deep learning"

Schools provide different contexts for pre-service teachers who are learning to teach under the guidance of mentor teachers as part of work-integrated learning (WIL). As a result, universities and teachers' colleges offer guidance to schools and classroom practitioners to ensure that pre-service teachers are provided with similar opportunities during WIL field experiences. This qualitative paper used semi-structured interviews, observations and document analysis to examine mentoring contexts in different classes, to gain a deep understanding of the mentoring practices, by using the socio-cultural-theory lens. The mentoring pair was used as the unit of analysis. The study analyzed three cases from Zimbabwean secondary schools with different mentoring contexts. Findings indicate that the contexts of WIL for pre-service teachers could be more conducive but are limited by the multiple roles of mentors and limited mentoring infrastructure and facilities. The paper recommends that pre-service teachers practice in different school contexts. © 2021 International Journal of Work-Integrated learning. All rights reserved.

It is the responsibility of nursing educators to cultivate community nursing professionals who can adapt to the post and meet social needs. However, there exist some problems in current community nursing curriculum education such as inconsistent teaching content and different levels of teachers’ lecturing. In this study, a good educational resource ecosystem was established in virtue of the mighty flexibility and expansibility of hadoop technology, the resources in community nursing teaching courses are stored in the hadoop cloud resource library. At the same time, community nursing online course resources were newly designed and improved through HdoopYarn resource scheduling algorithm, thereby realizing the establishment of a virtual experimental environment for nursing major. VisibleBody virtual medical software was applied to the internship and practical training, specifically in 12 knowledge units of 5 modules according to the characteristics of this course, demonstrating a deeplevel human body structure and accurate nursing operation. An objective structured clinical examination mode was adopted in the teaching method, which could create a simulated community nursing situation during teaching, so that students could complete standardized patient assessment and examination within the given time, and accept testers’ questions and acquire results. It was found from the teaching practice that the application of teaching model is conductive to enhancing students' academic performance and improving community nursing capabilities, including problem-solving competence, communication skills, teamwork ability, etc. © 2021. All rights reserved

The Malaysian Ministry of Education aims for 75% of children with special needs to be enrolled in inclusive programmes by 2025 which are specially designed for autistic children aged 5–17. However, this rehabilitation programme is disadvantageous to a certain extent as it only caters for children below 18 years old with no clear post-secondary educational pathway for autistic learners between the ages of 18–25. The significantly growing number of children suffering from learning deficits such as those with autism spectrum disorder (ASD) is now globally researched with more importance being given to addressing this issue in countries around the world [1]. The number of children in special needs programmes has also increased greatly between 2006 and 2013 in Malaysia. Mentally challenged individuals are unique as they have skill sets that are valuable for their well-being and society at large. This awareness justifies their inclusive development movement and global efforts. Malaysia needs a clearer path for post-secondary technical vocational educational training (TVET) for autistic learners in Malaysia as an alternative to the purely academic-based education. This review of related literature in the TVET setting for the autistics will provide a deeper understanding of the needs of our autistic youths to ensure that they are not sidelined in their pursuit of higher education. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both process and outcome to fully realize the potential of transformative learning in competency-based education. To this end, we offer two teaching case examples. The first describes a recorded role-play assignment for promoting clinical judgment and skill in a master’s level practice course. The second describes an assignment that uses photovoice to deepen undergraduate students’ understandings of macrolevel practice. These approaches present possibilities for teaching strategies that support transformational learning by attending to processes as well as outcomes that will lead to competence in social work education. © 2021 Taylor & Francis.

Work-Integrated learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. Practitioner Notes 1. Successful WIL relationships rely on collaboration between all stakeholders to ensure sustainability. 2. Adopting a humanistic approach, in this case, the HUMANE framework, has positive outcomes for WIL stakeholders and higher education. 3. A SSONG is an effective mechanism for supporting collaboration in any educational context facing disruption. 4. Technology enables WIL stakeholders to connect globally, and through these connections, reflect on differing experiences to broaden creative responses to challenges. 5. The power of connecting and collaborating provides opportunities to work together and enhances agency, performance, and outcomes that benefit WIL and higher education. © 2021, University of Wollongong. All rights reserved.

The proceedings contain 43 papers. The special focus in this conference is on Emerging Technologies for Education. The topics include: The Syntax and Semantics of Verbs of Searching; writing Collaboratively in the Continuation Task via Shared Docs; Reflections on Applying Innovative Project-Based learning: Shadow Play in OBTL Classroom; Online Collision Avoidance Algorithm for Lightweight Web3D Robot Based on M-BVH; the Teaching Design of Sequence Limit Based on Modern Education Technology; Reducing EFL Learners’ Error of Sound Deletion with ASR-Based Peer Feedback; the Digital Competence of Vocational Education Teachers and of Learners with and Without Cognitive Disabilities; An Action Research of Using SAMR to Guide Blended learning Adoption During Covid-19; a Parsing Scheme of Mind-Map Images; student Experiences on Using Process-Centric Thesis Management Tool; Research on OBE Online Teaching Mode Combined with Expression Recognition—Taking Digital Image Processing Course as an Example; a Fitness Education and Scoring System Based on 3D Human Body Reconstruction; threat Analysis of IoT Security Knowledge Graph Based on Confidence; Adversarial Training Leaded Robust MRC Method; deep Knowledge Tracking Based on Exercise Semantic Information; automated Analysis of Student Verbalizations in Online learning Environments; a Model of Teachers’ Excellent Teaching Behaviors Based on Natural Language Processing; examining the Efficacy of Video-Based Multimodal Three-Dimension Input on the Acquisition of English Phrases; synchronous Computer Mediated Communication in English Language Classes During the Pandemic: A Case Study of Wuhan; systematic Evaluation of Research Progress on Technology-Enhanced Language learning: Content Analysis and Knowledge Mapping; chatbots for learning: A Facebook Messenger ‘Bot’.