Search

This paper describes three creative teaching activities that motivate and engage students into active learning. The teaching methods used include hybrid e-learning and virtual reality. The hybrid e-learning style is a combination of e-learning and a hands-on activity in a laboratory setting. For one hybrid e-learning project, students are asked to design, build, and test seawalls to help protect Japan from future tsunamis. In the other hybrid e-learning project, student teams are challenged to invent the best tasting nutritious fruit juice by using various fruits, blenders, water, plasticware, and other items. For the third project, participants use virtual reality (VR) headsets to learn about rollercoasters and to experience the thrill of riding on one. [ABSTRACT FROM AUTHOR]

Introduction: This paper describes the co-creation and delivery of an integrated training programme in communication and depression assessment & management for Japanese GPs.Methods: Experts in communication and depression from EACH and WONCA developed a framework and filled it with content. Through iterative discussions with the Japanese participants and experts during delivery, the training was further adjusted to match local needs. It included didactic and experiential training methods with an emphasis on practicing and feedback. A "train-the-trainer" component helped participants develop their own trainer skills to enhance dissemination of the training in Japan.Results: Six Japanese GPs participated in two one week training-modules in May and November 2018. To aid implementation participants received online supervision on depression management and on teaching between the two modules and after the second module. Evaluation of the content of the training, the teaching methods and the participatory approach was positive. More than two years after the training, many elements of the training continue to be used in daily practice with the GPs teaching communication as well as depression management skills.Conclusion: The method of co-creation is promising. Research is needed to confirm that it is effective in transfer to clinical practice. [ABSTRACT FROM AUTHOR]

Abstract: Following over 30 years of conflicting research into how second language learners respond to word association tests this paper examines an alternative approach to analyse the data, individual profiling. In contrast to previous studies this paper argues that word association studies should be focusing on individuals, as opposed to attempting to create group norms. This paper demonstrates how such profiles can be created using data collected from a study of 50 low level Japanese college students. To exemplify this approach five profiles are compared. The results of this study suggest that learners should not be analysed as homogenous groups. The results also show that when confronted with words from different frequency ranges a learner’s response type remains constant. Implications for teaching, in terms of helping individual learners to identify more efficient ways to acquire words are discussed. Problems with the study are examined and areas for further research are suggested. [ABSTRACT FROM AUTHOR]