Search Results for
"deep learning"

Activity trackers (ATs) equipped with biometric sensors may support deep knowledge acquisition of health and active learning. The mechanism may be via personal data being pushed to the students, which deepens the knowledge about their own health and may impact long-term health action processes. To understand health knowledge acquisition, 43 students attending an undergraduate university course were equipped with an AT over a period of five months. Weekly observation on emerging personal data and consequent actions (lifestyle adaptations) were reflected in an individual course-related ePortfolio. Students' change in health action process was assessed using a short standard eHealth literacy scale at the beginning and end of the course. The usability of ePortfolio tool was tested with two previously validated scales. The combination of personal information from an AT and ePortfolio may have enhanced students' critical assessment of health-related personal and available digital information. eHealth literacy scores significantly increased by the end of the course (p < .01). The ePortfolio helped with learning, and the usability of the ePortfolio did not really interfere. The combination of AT and ePortfolio constitutes a novel and productive method of using ePortfolios in higher education in regards to eHealth literacy acquisition. © 2019 Australasian Society for Computers in learning in Tertiary Education (ASCILITE).

It is crucial for higher vocational colleges to analyze precisely the problems to be solved under the background of strengthening the integration of industry and education, to explore effectively the ways and approaches to improve the quality of talent training and to cultivate the talents that are suitable and qualified for the society. In the further study of Opinions on Strengthening the Integration of Industry and Education and Measures for Promoting the University-Enterprise Cooperation to in Vocational schools, on the basis of the state policies and documents, combined with the operation mode of large enterprises running schools and school-enterprise integration, on the premise of practicing and summarizing a number of deep school-enterprise cooperation projects, our school reconstructs the way of talent cultivation in higher vocational colleges from six aspects: top-level design, resource optimization, team construction, curriculum reform, cultural integration and mode innovation. © 2019, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

This study explores how industry-university partnerships contribute to the expertise development of highly experienced professionals, and what kind of challenges such development entails. We used an integrative approach to review literature and acquire a deeper understanding of how previous research has described the development of expertise in work-based postgraduate higher education. Consistent with earlier research, this review confirms that expertise is developed through transforming and integrating theoretical, practical and self-regulative knowledge. Results suggest that (1) learners should be supported but also allowed to self-manage their learning in order to build agency and self-regulative skills, (2) continuous problem solving with ill-defined, non-routine problems should be encouraged along with challenges that trigger learning, (3) learners’ personal transformation processes and change of identity should be supported, and (4) expertise development should be viewed as an ongoing, context-dependent and individualised process. © 2018, Springer Science+Business Media B.V., part of Springer Nature.

Purpose: Physical therapy (PT) students receive feedback on their professional behaviours from academic and clinical faculty. Another avenue for providing feedback to PT students is by using standardized patients (SPs). Very little research is available on the impact of SPs’ specific feedback on whether, and how, PT students learn professional behaviour, and what research is available has focused on clinical competencies, communities of practice, and broad assessments of professional behaviours. The purpose of this study was to record PT students’ perspectives on how combined verbal and written SP feedback affected their professional behaviours. Method: The sample of convenience consisted of seven students enrolled in a PT professional education programme in the northeastern United States before starting their first full-time clinical experience. The students agreed to participate in an SP experience focused on professional behaviours. This study used a phenomenological approach to understand the students’ perspectives on receiving a combination of verbal and written SP feedback. Results: The students’ perspectives on receiving SP feedback were categorized into four themes: Seeing through the patient’s eyes; SPs offer unique contributions to student learning; timely, verbal feedback adds a deeper understanding of professional behaviours in preparation for the clinic; and verbal feedback promotes student self-efficacy of professional behaviours. Conclusions: Using SPs’ written and verbal feedback in the curriculum can be a valuable tool for enhancing the development of PT students’ professional behaviour. © 2019, University of Toronto Press Inc. All rights reserved.

Increasing concern about the work readiness of graduates of higher education institutions, including Technical and Vocational Education and Training (TVET) colleges, has led to a greater focus on workplace learning as a means of preparing students for the world of work. Research suggests that work-integrated learning (WIL), as a form of experiential learning, is characterised by certain elements that give students the opportunity to acquire skills and competencies and develop aptitudes that could enhance their ability to fit into the workplace. This paper prese nts the findings of a focus group study that explored the perceptions of TVET business studies students regarding their experiences of the learning that takes place during WIL and the opportunity to learn presented to them by the WIL. Results from the study show that the WIL curriculum implemented in TVET business studies is characterised by the elements identified by the literature, namely, application of theory, hands-on practice, integration of theory into practice and authentic real-life experience. The TVET business studies students reported that the learning going on during WIL makes greater cognitive demands and is deeper in nature than college-based theoretical learning. The discussion section argues that experiencing a "high" and "deeper" form of learning at the workplace, even though there is a shift of focus, from the students to the organisational objective, suggests that the experience of learning may be key to learning. This idea contrasts with a focus on the student, as is prevalent in traditional, classroom-based learning. The paper concludes by advocating that the focus of learning at the workplace should be redefined and articulated, to balance the multiplicity of expectations of WIL. This process should involve multiple stakeholders. © 2019 University of Pretoria. All rights reserved.

Communities need to engage in initiatives that tackle environmental sustainability issues. However, the lessons communities learn from these initiatives may go far beyond the initial local project. This article presents findings from an empirical study investigating the experiences of 38 residents who began participating in on-site composting in their apartment buildings. It was found that resident learnings extended beyond composting. Free-choice learning outcomes varied by the composting method and educational approach. For some residents, participation resulted in a greater awareness of food waste produced. For others, their involvement in on-site composting inspired a greater sense of community, a deepened connection with nature, and a desire to grow green spaces and create positive global change toward sustainability. © 2018, © 2018 Taylor & Francis Group, LLC.

Music and arts education have a long-standing orientation of seeking a practice where everyone interacts and communicates in, and through artistic activities. However, an overspecialized and professionalized stance in arts education diminishes the spirit of playing music together, and leaves little room for creativity during teaching and learning activities. In order to gain a richer and deeper knowledge of music and the arts, interaction and the meaning of creative and humanely kyosei interactions between and among individuals, groups, and institutions must be emphasized. Cases on Kyosei Practice in Music Education is an essential reference source that discusses the meaning and significance of music making as a human and social practice, as well as reflecting creative inquiry into practical aspects of music and arts teaching. Featuring research on topics such as multicultural music, community music, and sociological perspectives, this book is ideally designed for P-12 educators, pre-service and in-service teachers, administrators, principles, music instructors, administrators, caregivers, and researchers. © 2019 by IGI Global. All rights reserved.

Purpose of this study was to analyze the impact of Project Based learning (PBL) for improving students' engagement and academic achievement. The aim of the research was to adopt PBL at course level to improve student engagement. The objectives of this research were to design a suitable PBL model meeting the curriculum requirements, design and Implement the changes in the curriculum, and study the impact of PBL on students 'attitudes towards learning, learning experiences, engagement and achievements. The findings of research on PBL in section 2 indicate that PBL could be an option to improve the student engagement by motivating them for deep learning. Action research methodology (AR) was chosen to meet the research objectives. The study was conducted for two subjects in Higher National Diploma in Engineering. A PBL model was designed and tested in two engineering subjects (PBL1 PBL2). Qualitative and Quantitative methods were used for data collection. In total 70 students' participated in the study. The findings were used to study the impact of PBL implementation and the student experiences in the program. Pre-survey confirmed that there are issues related to student engagement, lack of motivation and surface learning. Findings confirm that PBL can make a positive impact on students' attitude towards learning. The study also confirmed that the PBL approach helped in increasing level of confidence level and self-efficacy in students. As the students were motivated to adopt deep learning there was an improvement in students' performance in terms of improved grades. © 2019 IEEE.

Purpose: The purpose of this paper is to focus on developing a deep understanding of the nature and impact of the workplace mentor role in degree apprenticeships (DAs). It investigates a theoretical model of DA workplace mentoring activity, with findings used to develop a set of principles for supporting the development of effective mentoring practice. Design/methodology/approach: Data underpinning this paper were collected as part of the monitoring and evaluation of the first year of a Chartered Manager DA programme at a post-1992 university. Workplace mentors and mentees were interviewed to explore their experience of mentoring within this programme. Findings: This study found there to be many positive benefits of workplace mentoring for apprentices, their mentors and the organisation. This understanding can be used to support the development of principles for effective mentoring practice. Research limitations/implications: The data support the validity of the proposed model for DA workplace mentoring activity. In order to become a helpful guide to mentors’ planning of areas of support, the model may need to be refined to show the relative importance given to each activity area. The findings of this small-scale study need now to be extended through work with a larger sample. Practical implications: The set of principles offered will be valuable to workplace mentors of degree apprentices across organisational sectors to ensure the quality of delivery and outcomes. Originality/value: This paper contributes to an understanding of the impact of mentoring as a social practice on mentor and apprentice development. Such an understanding has the potential to positively influence the quality of delivery, mentoring practice and thus apprentices’ learning. © 2019, Emerald Publishing Limited.

A promising approach to increase students’ motivation for science, technology, engineering, and mathematics (STEM) is integrated STEM education (iSTEM). This is an instructional approach that emphasizes the deeper connections between the STEM disciplines by involving students in design challenges centered around real-world problems. However, the successful implementation of a new instructional approach, such as iSTEM, strongly depends on teachers’ attitudes toward the innovation. Therefore, a deeper understanding of teachers’ attitudes toward teaching iSTEM is necessary. This study uses a survey method to investigate the influence of teachers’ background characteristics and school context variables on teachers’ attitudes toward teaching iSTEM. To do so, a differential approach is used. Attitudes toward five key principles for iSTEM (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined separately to get a more in-depth and nuanced insight into the factors influencing these attitudes. Results of the multiple regression analyses show that participation in professional development is positively linked to teachers’ attitudes toward all key principles, whereas several other teacher and school context variables are positively correlated with attitudes toward one or two principles. Moreover, experience in mathematics and total years of teaching show a negative correlation with several aspects of teachers’ attitudes toward teaching iSTEM. Findings of this study are valuable, since they not only provide insight into possible barriers to the implementation of iSTEM but also suggest opportunities for overcoming these barriers. © 2018, Ministry of Science and Technology, Taiwan.