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With the ever changing ICT facilities, the tools used in educational system are changing rapidly. The pandemic has hastened the fast changing face of the education as all the educational activities have resorted to online methods. Some of these institutes have created their own video channels on various social media platforms supporting video telecasts. All the social media platforms which support video telecasting in some way or other are termed as Video-Centric Social Media (VCSM) in this research paper. YouTube, Facebook-live, Instagram-Live are the examples of VCSM. This study tries to find out whether these VCSM platforms can become an educational tool for Hotel Management. It also tries to find out which core subjects of the Hotel Management can utilise these platform as teaching pedagogy. Hotel management program has always been a skill and practical oriented program. The core subjects namely Food Production, Food & Beverage Service, Front Office & Housekeeping are basic subjects allied with four core departments of Hotels and Restaurants are practical oriented. Since the institutes are closed since lockdown to tackle COVID-19, the theory subjects are been taught through online resources. The main problem is with these core subjects which also include a major chunk of practicals. This paper tries to check whether VCSM platforms can be used to teach the practicality of the subjects and if yes then which are the subjects can be taught with the help of these platforms. The data will be gathered though a structured questionnaire developed for students to check the viability of the learning though these platforms. Formal interviews will also be conducted to check the preference of the faculty. The research will be helpful to develop different teaching pedagogy for subjects where VCSM can be used as a teaching tool. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Chinese Teaching is the property of Beijing Language & Culture University Press Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Open educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021–2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types. [ABSTRACT FROM AUTHOR]

Learning to derive subgoals reduces the gap between experts and students and makes students prepared for future problem solving. Researchers have explored subgoal-labeled instructional materials in traditional problem solving and within tutoring systems to help novices learn to subgoal. However, only a little research is found on problem-solving strategies in relationship with subgoal learning. Also, these strategies are under-explored within computer-based tutors and learning environments. The backward problem-solving strategy is closely related to the process of subgoaling, where problem solving iteratively refines the goal into a new subgoal to reduce difficulty. In this paper, we explore a training strategy for backward strategy learning within an intelligent logic tutor that teaches logic-proof construction. The training session involved backward worked examples (BWE) and problem solving (BPS) to help students learn backward strategy towards improving their subgoaling and problem-solving skills. To evaluate the training strategy, we analyzed students' 1) experience with and engagement in learning backward strategy, 2) performance and 3) proof construction approaches in new problems that they solved independently without tutor help after each level of training and in posttest. Our results showed that, when new problems were given to solve without any tutor help, students who were trained with both BWE and BPS outperformed students who received none of the treatment or only BWE during training. Additionally, students trained with both BWE and BPS derived subgoals during proof construction with significantly higher efficiency than the other two groups. [ABSTRACT FROM AUTHOR]

A teaching technique in educational institutions is considered an important state that reflect the performance of study. It is classified in to two methods, self-study and distance study that each method has advantages and disadvantages. In this paper, an innovative education method based on mixed method to associate their advantages and eliminate their disadvantages. It is employed using artificial intelligence (AI) and e-learning techniques for undergraduate engineering stages. The study is conducted on the main problems of a teaching geology subject such as of qualitative assessment, acquired knowledge and competencies in the department of petroleum engineering, college of engineering, University of Misan in Iraq. It is applied on 204 student that are study in the first stage the department of petroleum engineering during one years. The outcomes of this study prove that the proposed method achieves a higher successful rate of (80%), focused on evaluating the effectiveness of teaching and learning methods and aids used in general geology courses. [ABSTRACT FROM AUTHOR]

Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven't been many studies on how they impact learners' engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners' task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t -tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners' task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners' task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners' task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes research on the didactic design of teaching materials created by Czech future teachers in their university theses. The results of the research indicate that the teaching materials for future teachers are far from achieving the highest level of didactic design. The average value of the coefficient of the total didactic design is only 26%. The weakest aspect of the teaching materials is the component of the learning management system. This fact implies a significant underestimation of the learning process. Students preparing for the teaching profession have not demonstrated the ability to compile didactically well-developed teaching material in their final theses. They use only a limited number of structural components, and therefore the basic function of teaching materials, the didactic function, is not fully fulfilled. The didactic function ensures the effective usability of textbooks and similar texts in actual education. [ABSTRACT FROM AUTHOR]

Each subject needs learning materials, so that each professor prepares lectures and exercises himself. We posted our materials on Moodle platform and on e-library system. At e-library we upload our books and scripts for the subject, but on Moodle we have freedom to post videos, some simulation, open codes, images, text documents, ppt presentations. The students also have the freedom to search and find additional learning materials such as text documents, videos, and images with the aim of making it easier to master and understand the lesson. For that purpose, we had some discussions with our students to define what and how they prefer to learn. We need that discussion because we appreciate the opinion of our students to prepare better learning materials. [ABSTRACT FROM AUTHOR]

Given the diversity of medical images, traditional image segmentation models face the issue of domain shift. Unsupervised domain adaptation (UDA) methods have emerged as a pivotal strategy for cross modality analysis. These methods typically utilize generative adversarial networks (GANs) for both image-level and feature-level domain adaptation through the transformation and reconstruction of images, assuming the features between domains are well-aligned. However, this assumption falters with significant gaps between different medical image modalities, such as MRI and CT. These gaps hinder the effective training of segmentation networks with cross-modality images and can lead to misleading training guidance and instability. To address these challenges, this paper introduces a novel approach comprising a cross-modality feature alignment sub-network and a cross pseudo supervised dual-stream segmentation sub-network. These components work together to bridge domain discrepancies more effectively and ensure a stable training environment. The feature alignment sub-network is designed for the bidirectional alignment of features between the source and target domains, incorporating a self-attention module to aid in learning structurally consistent and relevant information. The segmentation sub-network leverages an enhanced cross-pseudo-supervised loss to harmonize the output of the two segmentation networks, assessing pseudo-distances between domains to improve the pseudo-label quality and thus enhancing the overall learning efficiency of the framework. This method's success is demonstrated by notable advancements in segmentation precision across target domains for abdomen and brain tasks. [ABSTRACT FROM AUTHOR]

Laser cladding technology has been developed continuously since the 1970s and has been widely used in aerospace, automobile manufacturing, energy, and other fields, and its technical advantages have been gradually recognized and promoted. At present, the teaching of materials processing in colleges and universities mainly relies on traditional theory lectures and experimental operations, but with the rapid development of industrial technology, this mode of teaching is gradually exposed to many shortcomings. The purpose of this paper is to discuss the application methods and modes of laser cladding technology in the teaching of materials processing in colleges and universities. Through the overview of the development of this technology and its case study in actual teaching, it shows how to effectively integrate laser cladding technology into the teaching system to meet the current situation and needs of materials processing teaching in colleges and universities. [ABSTRACT FROM AUTHOR]

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including "Using a Google Jockey to Enhance Classroom Discussion" and "Visible Teaching: Moving From a Solitary Practice to a Community Endeavor."

According to Patil (2012), a course book should be used as a source book rather than a forced book (p. 67). Students' learning needs to be enriched by supplementing the text book with the help of authentic materials. One of the readily available and easily accessible authentic materials is the newspaper, which is generally read casually and discarded as a waste material. The use of this educationally rich resource of newspapers is not given a serious attention in the pedagogy of English as an International Language (EIL). Incidentally, EIL is a wide-ranging field meant to examine how English language teaching and learning is structured, how meanings and ideas are formed and encoded, how they are communicated and represented, decoded and interpreted, and also taught and learnt across the Globe. Drawing on the wide-ranging educational possibilities that the use of newspapers can offer, we propose to demonstrate, in this paper, how EIL teachers can fruitfully exploit the neglected resource of newspapers to promote language skills, sharpen critical thinking skills, and develop research skills of EIL learners. [ABSTRACT FROM AUTHOR]

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by 'packaging' it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author's observations and reflections informed by teachers' and students' comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts. [ABSTRACT FROM AUTHOR]

Situated in Hong Kong's considerably limited discourse on sexuality, this paper aims to examine how introducing the topic of masturbation into our college's gender-and sexuality-related course created pedagogical conundrums (in the words of Kathleen Quinlivan). We discuss how attempts to confront these conundrums enabled us to begin the journey of understanding and breakthe silence about having sexual desire discussed in the classroom and written assignments. Drawing on our earlier classroom discussion of sexual topics, which resulted in moments of silence, and the written assignments of 10 students on the topic of masturbation, this paper borrows Quinlivan's discussion of the possibilities in 'uncomfortable analytic reflexivity' to explore how education can be a highly contested space carved out by students to express, both 'silently' and 'openly', their perceptions of masturbation. Classrooms can be flipped to discover the cracks that allow the journey towards breaking the silence to begin and to provide space for students to discuss sexual desires and pleasures that were previously deemed negative and unspeakable in their previous classroom experience. Remembering and reflecting on such silence can allow it to be reconceptualised as illuminating and meaningful. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching materials is an effective factor in determining EFL learners' competence levels (Richards, 2017). Taking this into consideration, this paper aims to examine the potential effect of technology, i.e. movies, on mastering past simple among Omani EFL learners. The current quantitative study uses written tests, before and after the treatment to test the grammatical competence of the participants. This study was contextualized in Oman, at the University of Technology and Applied Sciences (SCT) with 13 Omani EFL learners. A considerable increase is shown in the participants' competence level (past simple) after analyzing the results of pre and post-tests. This indicates a beneficial influence of using English movies in English classrooms on learning past simple tense. Consequently, this research totally recommends the integration of English movies in EFL classes in order to solve the problem of learners' poor grammatical abilities. [ABSTRACT FROM AUTHOR]

Computer cooking is a task-related phenomenon where students (end-users) must blindly follow a long list of orders without any connection to the content of the problem, if there is any. Despite its low efficacy, this method is widely used and accepted in informatics both in the learning-teaching process and testing. The National Base Curriculum 2020 in Hungary is in complete accordance with the 'Informatics Reference Framework for Schools', but the course books hardly use the latest results of computer education research. The present paper provides examples of how the results of computer education research can be integrated into teaching-learning materials and classroom practices and discusses the effectiveness and consequences of the different solutions, where tool-centred approaches are compared to problem-focused solutions. [ABSTRACT FROM AUTHOR]

The Smart Education of China, a large education data platform for the aggregation and application of high-quality educational resources, is vital for China to stimulate the balanced development of education and to reduce students' learning burden. This study focuses on the long-term mechanism of the Smart Education of China, adopting TOE framework and qualitative comparative analysis research method to investigate the technological conditions, environmental conditions, organizational conditions and content conditions of the Smart Education of China before summarizing four usage paths of the Smart Education of China. With regard for the existing issues, the study concludes that for the sake of a long-term mechanism the Smart Education of China needs to solve four problems, including unfinished construction, content-insufficient platform, popular but ineffective application, and substandard quality. [ABSTRACT FROM AUTHOR]

The relationship between climate change and worsening mental health is of increasing concern globally. Climate change is ubiquitous, yet marginalized populations bear a disproportionate burden of the physical and mental health impacts, while youth are more likely to report mental health concerns related to climate change than older generations. Mental health nurses will inevitably see these impacts play out in their practice, thus it is important to explore innovative tools for teaching about and responding to the emotional and psychological impacts of climate change. This perspective paper presents an educational project that utilized film and structured reflection to engage with the intersecting topics of planetary and mental health. The authors created a documentary film that presents the relationship between mental health and climate change as well as an accompanying reflective toolkit. Both the film and toolkit were integrated into an undergraduate course about the health impacts of climate change. This paper explores the relevance of climate change to mental health nursing education and practice, describes the process of creating and integrating the film and toolkit into a course and advances the position that film is an innovative way to engage individuals and communities (such as student or community groups) with the emotional and psychological concerns that arise in response to complex challenges of climate change. More research is needed to better understand the mental health impacts of climate change and to explore novel approaches to education and advocacy about this topic. We hope that sharing our project and experiences will inspire additional discussion and research related to these emerging issues that are of great relevance to mental health nursing. [ABSTRACT FROM AUTHOR]

Background: Phonetic transcription of disordered speech samples is especially crucial for the assessment and treatment of functional or organic speech‐sound disorders. Previous studies show that students who struggle with the identification and segmentation of speech sounds are more likely to encounter difficulties with clinical phonetic transcription. Aims: To clarify the connection between phonemic awareness and phonetic transcription in Mandarin‐speaking undergraduate students, as well as the improvement of these skills after phonetic transcription training. Methods & Procedures: A pretest–post‐test design was adopted for this study. The experimental group (n = 38) consisted of students majoring in audiology and speech–language pathology who were given 12 weeks of transcription training. The control group (n = 33) consisted of audiology and speech–language pathology majors who completed the same module a year earlier without undergoing the transcription training. Two instruments were used to assess their skills: (1) the Phonemic Awareness Skill Test (PA test) and (2) the Phonetic Transcription Skill Test (PT test) designed for the purposes of the present study. Outcomes & Results: Performance on most subtests of the PT and PA tests improved significantly at post‐test for the experiment group, although only PT training was provided. After phonetic transcription training, the relationship between phonemic addition abilities and phonetic transcription strengthened. Phonemic identification was found to be a predictor of undergraduate students' PT skills of disordered speech samples. Conclusions & Implications: Results from this study provide insights into the role of phonetic transcription training in improving phonemic awareness and phonetic transcription skills. What This Paper Adds: What is already known on the subject: Phonetic transcription of disordered speech samples is especially crucial for the assessment and treatment of functional or organic speech‐sound disorders. Phonemic awareness is not only an essential ability for reading alphabetic language but also associated with acquiring phonetic transcription skills. What this paper adds to existing knowledge: A dynamically changing association between phonemic transcription and phonetic transcription during transcription training was reported. Phonetic transcription training of disordered speech samples acted as a driving force for deeper relationships between the two skills. What are the potential or actual clinical implications of this work?: Training phonetic recognition and transcription equips future and practising speech–language pathologists with better skills in managing speech‐sound disorders. Implications for phonemic awareness training also have the potential to extend to the literacy skills of alphabetic language speakers. [ABSTRACT FROM AUTHOR]

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in fields of technology-enhanced language learning (TELL), activity theory and scaffolding to understand the extent to which the teaching materials are effective. In addition, by analysing semi-structured interview responses from course instructors, the paper highlights numerous strengths, weaknesses and suggestions regarding the materials disbursed among the faculty members. The research findings suggest that the given materials were useful and helped to promote understanding of course content, but improvements can be made to assist student learning. Increased emphasis on learner autonomy can facilitate the learning process for students and motivate them to become independent learners. Based on the findings, the writer includes suggestions that might be beneficial for institutions beyond borders. [ABSTRACT FROM AUTHOR]

Making sensitive pedagogic relationships in the nursery is a deeply human activity evoking joy and satisfaction, but stress and uncertainty too. From an international perspective, strong local reflective spaces are required if early childhood provision is to be culturally and context responsive, counter-balancing globalising pressure to standardise provision. Further, nursery practitioners are entitled to a formal space where their subjective experience of the work, its demands and dilemma, can be expressed and understood. This paper is about 'Work Discussion' (WD) as such a reflective space. Professional reflection is now included in early years policy frameworks internationally for the reasons above. WD, distinctive in including explicit attention to emotion in pedagogy, is one model of a reflective space. This paper arises from a longitudinal evaluation of WD in nursery funded by the Froebel Trust. The methodology of the evaluation and the positive findings of impact for children have already been published. The aim of this paper is to theorise WD, drawing on the work of Wilfried Bion, a psychoanalyst and theorist of thinking in groups. Empirical data if offered to illustrate the explanatory power of Bion's theory including what may be discussed openly and what is avoided in pedagogic reflection. [ABSTRACT FROM AUTHOR]

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants' responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, and the findings were analysed using an adaptation of Davison's (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches, but their adaptation to language PCK may have remained at a compliant level. [ABSTRACT FROM AUTHOR]

Tests are vital for understanding causal connections in special education and mass communication research. In the present study, the researchers examine how mass media play its role in educating the masses particularly in terms of special education. Qualitative research has been used for this study. Under this methodology, it would give valuable materials to mass communication instructors and understudies who might not have a complete handle on the value and advantages of special education in educating and learning processes in the field of mass communication. The sample size of this paper is 19 conducted past research papers. The selected research papers were published between 2010-2020. The information for the appraisal was assembled utilizing an audit structure by categorizing the accumulated data. The review is the most helpful gadget for this evaluation because of the most powerful methodology for coordinating comprehensive subjective information. This article also provides an overview of the physical and digital access to library resources, discusses the various roles the mass media and media center may play in the lives of students with disabilities, and describes how teachers and library media specialists can collaborate to meet the needs of students with disabilities. The researchers note that there are positive interrelationships among these pointers. [ABSTRACT FROM AUTHOR]

This review paper analyses authors who used gamified e-learning systems in higher education. Their thoughts, problems and conclusions are accompanied and observed. Positive guidelines are provided for the inclusion of computer game elements in the education system. Review paper includes a comparison of the gamified and traditional education system with an incentive to conduct further research activities. The list of researchers is provided who had experiments on students in the higher education system. Duration of those experiments is shown as well as the number of used game elements for their gamified systems. The list of survey questions for teaching staff (N=98) is provided as well as their thoughts on gamified systems and its use. The conclusions are that it is necessary to pay attention to the visual appearance and environment in which teaching materials are presented and studied. [ABSTRACT FROM AUTHOR]

This special issue is the fourth devoted to Open Educational Resources (OER) and the third to be drawn from papers presented at the main annual UK-based OER conference. For this special issue, the editors selected papers from the OER13 conference, held in Nottingham in March 2013. The main conference themes were Evidence, Experiences and Expectations, and the chosen papers exemplified some of the ways in which OER can link communities both inside and beyond Higher Education. [ABSTRACT FROM AUTHOR]

This article concerns how teachers of Mother-Tongue Education (MTE) and pupils in Swedish secondary schools look upon and relate to the keyboard and screen and pen and paper, respectively, for writing in the context of MTE. The results showed that both teachers and pupils found that the computer on one side and the pen and paper on the other circumscribed different writing processes. Paper and pen offered greater resistance when writing than a computer. It was concluded that writing on a computer had been culturally appropriated in the MTE and represented the frame for both teachers and students from which they assessed the advantages and disadvantages of each technology, but also that paper and pen added a value of necessity rather than eccentricity for the pupils, in contrast to the teachers, in order to meet the requirements concerning grammar, longhand, and orthography. [ABSTRACT FROM AUTHOR]

Background: Traditionally, paper cases are used as ‘triggers’ to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems. Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference. Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale. Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students’ observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL. [ABSTRACT FROM AUTHOR]

Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self‐regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low‐achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi‐experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands‐on skills, self‐regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low‐achieving students. Practitioner notes What is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting. What is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting. [ABSTRACT FROM AUTHOR]

This study explores the educational needs of visually impaired students aged 11-14 under the National Education Policy (NEP) 2020, focusing on the Lucknow district of Uttar Pradesh, India. The objectives include assessing the current status of educational provisions, examining the accessibility and effectiveness of instructional materials, and identifying barriers that hinder academic success. Employing a mixed-methods approach, the research utilizes quantitative surveys and qualitative interviews to gather comprehensive data from 25 visually impaired students in selected schools. The findings related to the challenges and successes experienced in inclusive education. This research seeks to provide insights that can inform better educational practices and support mechanisms, ultimately enhancing the learning experiences of visually impaired students in the middle stage. [ABSTRACT FROM AUTHOR]

In this article I explore the construct of the 'natural' voice within the context of the natural voice movement, before invoking perspectives on voice from the posthumanities and D/deaf studies in discussion of The Walk, a performance between a puppet, a natural voice choir, a refugee choir and a large audience that occurred in London in October 2021. Methodologically, this paper is an attempt at 'thinking with theory' (Jackson, Alecia Youngblood, and Lisa A. Mazzei. 2017. "Thinking with Theory: A New Analytic for Qualitative Inquiry." In The SAGE Handbook of Qualitative Research, edited by N. K. Denzin, and Y. Lincoln, 717–737. Sage) – specifically thinking voice alongside theoretical stimuli from the posthumanities through the doing of ethnography – in the hope of provoking useful flights of thought in relation to the practice and study of music education and community music. I conclude by considering my personal rationale for engaging with the posthumanities as a means of researching community singing within the natural voice movement. A protean version of this article was presented as a paper-presentation at the Grieg Research School in Bergen, Norway in 2022. [ABSTRACT FROM AUTHOR]

This paper takes its starting point from the introduction of Art History as a compulsory teaching in the licei curriculum by the Gentile reform of 1923, in order to focus attention on a subject that has so far been ignored by scholastic and artistic historiography: the initiatives promoted by Minister Gentile and his successors to set up, in Italian licei, specially equipped classrooms and organic collections of teaching materials and aids for the teaching of the new discipline. This process, which took place during the twenty years of Fascism, was extensive, as can be seen from the rich ministerial documentation available, and involved art historians and scholars. It contributed, albeit amidst ups and downs, to consolidating the new high school teaching and raising the level of art education, as well as facilitating the promotion of a shared national visual canon through school collections of specialised publications, photographs and slides of monuments and works of art etc. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English language education (ELE) in Iraq has always been in a state of confusion and unsatisfactory outcomes; the curricula and methods have continually been subject to criticism and revisions since its commencement. To explore the intricacies of ELE in Iraq, this paper maps out its history to identify the key historical periods in its development and bring into focus the major challenges that were encountered. A historical approach was adopted, including examining historical documents, educational policies, curriculum materials, previous studies, personal communication, and other relevant archival sources. The findings indicate that ELE in Iraq dates back to the nineteenth century, primarily within missionary schools under Ottoman rule, albeit on a limited scale. More specifically, nationwide ELE in Iraq can be categorized into four distinct phases named for the prevailing teaching methodologies: Grammar-Translation (1921-1938), Direct Method (1940-1970), AudioLingual Method (1970-2001), and Communicative Approach (2002 – present). Throughout these phases, it becomes evident that instructional methods in Iraq often lagged behind global trends. Furthermore, persistent challenges in ELE development, notably the lack of effective training and teaching resources, have impeded progress. By contextualizing these historical challenges, this study aims to inform current and future decisions regarding curriculum development, ultimately striving to improve the efficiency of ELE in Iraq. [ABSTRACT FROM AUTHOR]

Background: Healthcare-associated infections (HAIs) pose a significant global threat, particularly in developing regions such as Southeast Asia. International bodies emphasize the role of formal undergraduate training in the prevention and control of HAIs. To address this, we aimed to explore the perceptions of Southeast Asian nursing students regarding a novel educational approach developed by a European–Southeast Asian project consortium. Methods: A pilot study was conducted in four nursing higher education institutions from Cambodia and Vietnam. First, local nursing educators conducted a 2 h classroom-based training session. Then, students were invited to participate for the first time in one of twelve evidence-based simulation scenarios developed by the research team, covering a range of nursing care situations related to the prevention and control of HAIs. After attending both components, students were asked to complete a paper-based questionnaire and rate their agreement with a set of statements on the appropriateness and meaningfulness of both components. Results: A total of 430 nursing students enrolled in the pilot study; 77.4% were female, with an average age of 19.8 years. The PrevInf educational intervention received positive feedback from participating students across settings, with strong agreement on the importance of proactiveness in competency development (M = 5.9, SD = 1.4). Notable differences between Cambodian and Vietnamese students were observed in terms of their receptiveness to the pre-selected teaching materials (p = 0.001) and strategies (p = 0.01) used by the nursing educators during their experience with the simulation scenarios. Conclusions: The PrevInf educational intervention shows promise in engaging Southeast Asian nursing students and fostering a deeper understanding of the prevention and control of HAIs. Further studies are warranted to refine the learning content and standardize the pedagogical strategies used by nursing educators across settings. This study was not registered. [ABSTRACT FROM AUTHOR]

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Virtual simulators of embedded systems and analyses of student surveys regarding their use at the early stage of the process of learning embedded systems, are presented in this article. The questionnaires were prepared in the Polish language, and the answers were automatically translated into English using two publicly available translators. The results of users' experiences and feelings related to the use of virtual simulators are shown on the basis of detected sentiment using three chosen analysis methods: the Flair NLP library, the Pattern library, and the BERT NLP model. The results of the selected sentiment detection methods were compared and related to users reference answers, which gives information about the methods quality of the methods and their possible use in the automated review analysis process. This paper comprises detailed sentiment analysis results with a broader statistical approach for each question. Based on the students feedback and sentiment analysis, a new version of the TMSLAB v.2 virtual simulator was created. [ABSTRACT FROM AUTHOR]

Stroke education materials are crucial for the recovery of stroke patients, but their effectiveness depends on their readability. The American Medical Association (AMA) recommends patient education materials be written at a sixth-grade level. Studies show existing paper and online materials exceed patients' reading levels and undermine their health literacy. Low health literacy among stroke patients is associated with worse health outcomes and decreased efficacy of stroke rehabilitation. We reviewed the readability of paper (i.e brochures, factsheets, posters) and online (i.e American Stroke Association, Google, Yahoo!) stroke patient education materials, reading level of stroke patients, accessibility of online health information, patients' perceptions on gaps in stroke information, and provided recommendations for improving readability. A PRISMA-guided systematic literature review was conducted using PUBMED, Google Scholar, and EbscoHost databases and "stroke", "readability of stroke patient education", and "stroke readability" search terms to discover English-language articles. A total of 12 articles were reviewed. SMOG scores for paper and online material ranged from 11.0 - 12.0 grade level and 7.8 - 13.95 grade level respectively. Reading level of stroke patients ranged from 3rd grade to 9th grade level or above. Accessibility of online stroke information was high. Structured patient interviews illustrated gaps in patient education materials and difficulty with comprehension. Paper and online patient education materials exceed the reading level of stroke patients and the AMA recommended 6th grade level. Due to limitations in readability, stroke patients are not being adequately educated about their condition. [ABSTRACT FROM AUTHOR]

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Presents a study that examined a computer-mediated tourism distance learning resource model developed by the Centre for Tourism at the University of Otago in Dunedin, New Zealand. Background on the development of the model; Discussion on the design and development of Programme and Paper links of the resource model; Description of the template of the model.

Purpose: This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK's Nursing and Midwifery Council (NMC) have resulted in a paradigm shift for mental health nursing. Design/methodology/approach: This paper critically examines the changes to nursing education standards and offers an analysis of the problems associated with the shift towards a generic nursing syllabus. Findings: The said shift prioritises physical health intervention, skills, procedures and tasks over the uniqueness of mental health nursing. Practical implications: This paper argues that mental health nursing skills and qualities such as connection, genuine advocacy and therapeutic-use-of-self have been undervalued and under-represented by the new education standards. Originality/value: This paper calls on the profession and service users to join the discourse and inform future mental health nursing identity. Ultimately, this paper calls on the NMC to reconsider the underpinning principles of the education standards and allot due consideration to the specific needs of the mental health nursing profession. [ABSTRACT FROM AUTHOR]

The paper explores the potential and determinants for the virtual reality usage in education at the higher education level. The article starts with the analysis of the evolving university's role. In this context, generational changes determining the VR usage in tertiary education are also discussed. Then the features of virtual reality and related terms are explained to make a basis for discussing VR as a learning aid of the 21st century. The paper closes with the case study analysis of immersive VR usage in higher education and further research recommendations. [ABSTRACT FROM AUTHOR]

Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one for secondary school level) not only to showcase the great learning and motivational potential of pluralistic tasks employed in L3 English classrooms but also to bear testimony to the creativity and plentiful resources today's pre-service language teachers themselves bring into their multilingual classrooms if encouraged and opened up to such a practice. Based on the FREPA descriptors, the paper evaluates the developed teaching material to discuss implications for pre- and in-service training of teachers working with young learners of diverse linguistic and cultural backgrounds. [ABSTRACT FROM AUTHOR]