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"Teaching"

This case study describes the collaborative development of an online copyright learning resource at Monash University. The Copyright Module (CM) is a library initiated online educational resource for academics and students. It provides scenario-based copyright information and self-assessment activities for teaching and research. Now at its second stage, the project has engaged stakeholders and collaborators from groups within the Library and beyond. It is an example of close collaboration leading to skills transfer, which has occurred through a process of cognitive apprenticeship, an authentic learning approach, and development research methodology. The formative evaluation process emphasises the learning aspect of the collaboration, making the project innovatively different from traditional learning resource development. The CM has fostered stronger departmental partnerships and the elevation of the profile of the Library within the University. © 2018 Megan Deacon Published by Elsevier Ltd. All rights reserved.

TVET teacher education programme like any other TVET educational programme has to work closely with the industries for the training and experiences. This had made industries as one of the main stakeholders in the programme. Due to the rapid changes and development within the industries environment, the roles of the industries are deemed to be vague. Therefore, this research has aim to identify the elements needed in improving the roles of the industries in sustaining TVET teacher education programme in Malaysia. A qualitative research method has been chose to explore this matter. Ten experts related to TVET and industries have been chosen through purposive sampling. The data were analysed with thematic analysis using a manual pencil and paper method. The thematic analysis process has produced a clear indication of the result. There are 11 elements identified that describe the role need to be played by the industries. Overall, a theme that has emerged for this role is mutual understanding. It is hope by understanding the real roles of the industries, the development of TVET in Malaysia will be improved. © 2017 IEEE.

The purpose of the research is to explore the influence of internship and vocational skill to student's entrepreneurship competencies. The research used ex post facto approach. Population in this research is all students of Vocational High School in Bandung, Indonesia. The sample of 40 respondents was determined by proportional random sampling technique. The data were collected by instrument questionnaire and test. Data analysis used descriptive statistics and multiple linear regression. The results show that almost half students have a low the competencies of an entrepreneur. The hypothesis testing shows many the influence of factory teaching has a positive and significant effect on the competencies of an entrepreneur. Similarly, vocational skills have positive influence and significant on the competencies of an entrepreneur. Respectively, the influence of factory teaching and vocational skills expertise collectively have the effect on the competencies of an entrepreneur. Therefore, the influence of factory teaching and vocational skills are effective to student's entrepreneurship cap competencies. © Published under licence by IOP Publishing Ltd.

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students' responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning. © Published under licence by IOP Publishing Ltd.

Science, Technology, Engineering and Mathematics (STEM) education is an interdisciplinary approach that aims to educate students in four specific disciplines. Instead of teaching the four disciplines as separate subjects; STEM education integrates them into a cohesive learning based on realworld applications. In order to carry out changes in delivery of instruction, the faith element should not be ignored in order to achieve objectives in producing an individual who are not only excellent in academic but also able to be an exemplary human who have a strong faith. However, previous studies have found STEM education and Al-Quran appreciation are barely implementation due to teacher low level of knowledge in STEM education and do not know the suitable Al-Quran versus that related to science concept due to their lack of knowledge in translating Al-Quran versus. In order to overcome this problem, the teaching modules have been developed. Module known as Q-STEM teaching Module was developed using Project Based Learning (PjBL) approach. This module has the potential to help educators to implement the teaching of STEM education integrated with the Al-Quran in more effective as envisioned in Malaysia Education Blueprint (2015-2025). © 2017 IEEE.

The article provides a brief philosophical analysis and clarifies the philosophical aspects of the project-based learning as an innovative epistemological phenomenon, its ontological, dialectical, sociophilosophical, anthropological, axiological, epistemological, futurological foundations and characteristics. An invariant of its application to philosophy as a discipline, its stages, means, and requirements for learning outcomes are given. The results of the research can be applied in the practice of teaching philosophy and to the project-based learning as an explanation of its nature and specifics. © 2018 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved.

The combination of different learning locations such as schools and workplaces is a core concern in nowadays discussion regarding the requirements of digitalized and globalized economies. The alternation of school-based and work-based tracks is also a key characteristic of many well-developed dual vocational education and training (VET) systems, for example, Austria, Denmark, Germany, and Switzerland. However, even in these systems, it is not always easy for the actors to conceive and fully understand the relationships among the different learning locations, and there still persists a gap between learning at school and learning at the workplace. The aim of this chapter is to show how technologies in general and visual technologies in particular can help to bridge this gap. More specifically, we adopt a connectivity and boundary-crossing perspective of teaching and learning in VET. Against this background, we outline a VET-specific pedagogical model, the so-called Erfahrraum (space for reflection on experiences), which views technologies as boundary objects that could support teaching, learning, and communication across the sites. In addition, we exemplify how this model was put into practice in initial VET of chefs, butchers, and scrub nurses. The chapter ends with a discussion in which we will summarize our considerations, outline key learnings, and provide an outlook for future research and development. © Springer International Publishing AG 2018.

Growing interest in mindfulness-based programs (MBPs) has resulted in increased demand for MBP teachers, raising questions around safeguarding teaching standards. Training literature emphasises the need for appropriate training and meditation experience, yet studies into impact of such variables on participant outcomes are scarce, requiring further investigation. This feasibility pilot study hypothesised that participant outcomes would relate to teachers’ mindfulness-based teacher training levels and mindfulness-based teaching and meditation experience. Teachers (n = 9) with different MBP training levels delivering mindfulness-based stress reduction (MBSR) courses to the general public were recruited together with their course participants (n = 31). A teacher survey collected data on their mindfulness-based teacher training, other professional training and relevant experience. Longitudinal evaluations using online questionnaires measured participant mindfulness and well-being before and after MBSR and participant course satisfaction. Course attendees’ gains after the MBSR courses were correlated with teacher training and experience. Gains in well-being and reductions in perceived stress were significantly larger for the participant cohort taught by teachers who had completed an additional year of mindfulness-based teacher training and assessment. No correlation was found between course participants’ outcomes and their teacher’s mindfulness-based teaching and meditation experience. Our results support the hypothesis that higher mindfulness-based teacher training levels are possibly linked to more positive participant outcomes, with implications for training in MBPs. These initial findings highlight the need for further research on mindfulness-based teacher training and course participant outcomes with larger participant samples. © 2017, The Author(s).

In this study, 21 university students, who represented thirteen nationalities, participated in an online cross-cultural learning activity. The participants were engaged in interactions and exchanges carried out on Facebook® and Skype® platforms, and their multilingual communications were supported by speech-to-text recognition (STR) and computer-aided translation (CAT) systems. The participants spoke in their native languages, and the STR system generated texts from their voice input. The CAT system then simultaneously translated the STR-texts into English. The aim of this study was to examine the accuracy rates of STR and CAT processes for different languages during intercultural communication. We also explored issues associated with these processes and how they were addressed in the study context. In addition, an attempt was made to determine whether or not our learning activity as supported by STR and CAT technologies facilitated cross-cultural learning. Our results showed that the lowest STR accuracy rate was for Belizean English whereas the highest STR accuracy rate was for French and Hindi. The lowest CAT accuracy rate was for Mongolian and Filipino, and the highest was for Spanish, Russian, and French. Seven issues associated with the STR process and ten issues associated with the CAT process were identified. The participants employed ten workarounds to address the STR-related issues and thirteen workarounds to address the CAT-related issues. We refer to a workaround as a method used by the participants to overcome a limitation related to either STR or CAT. Finally, our results demonstrated that cross-cultural learning took place; the participants understood and could explain foreign traditions to others and could also compare foreign traditions with their own. Based on our results, we made several suggestions and provided implications for the teaching and research community. © 2017, Association for Educational Communications and Technology.

Background: A shortage of medical personnel has been seen for several decades in at least two sectors of the healthcare system: primary care in remote areas as well as medical care in the state public health departments (Öffentliches Gesundheitswesen). Strategies to reduce these problems are being sought. Objective: This review examines the proposals, practical initiatives and empirical studies in under- and postgraduate medical education in order to estimate their potential impact on the solution of these problems. The analysis covers both Germany and Anglo-Saxon countries. Materials and methods: The study is based on a literature search in PubMed and Medline covering the last 20 years. With regard to Germany, programmatic documents and studies published in the German Journal of General Practice (Zeitschrift für Allgemeinmedizin) were also included. Results and discussion: Foreign empirical studies identify almost equal two factors with regard to primary care in remote areas: the recruitment of students from rural areas combined with special educational programs with a rural primary care orientation both in under- and postgraduate medical education. These programs should include several and longer practical working periods in primary care units and be well coordinated between the medical school and the local teaching physicians. As for the state public health sector, comparable initiatives are still lacking. © 2017, Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature.