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In these early days of educational Virtual Reality (VR) applications, it is critical to establish best practices for exploring the subtle relationship between experiences in VR and learning. In contrast to typical user studies, the evaluation of a VR experience offered by a prototype can be subject to the intermittent breaking of an illusion; something users tend not to recover from. Our work proposes a set of metrics related to presence, immersion and flow, and considers them in the context of two case studies. First, the results of a 60 user exploratory study reveal the need to not only modify the proposed metrics, but to innovate in terms of collaborative experiences. Second, key ways to introduce cost-effective collaboration mechanisms into educational VR experiences are introduced. Both of these studies are the result of ongoing work with the Royal BC Museum.

Background: NIV is frequently prescribed, and management undertaken by non-specialist medical non-consultant hospital doctors (NCHDs) on general medical wards. This is a practice that is mirrored throughout many Irish hospitals accepting acute admissions. In this context, we sought to review the quality and safety of NIV management at our institution, and develop a pathway to improve early management of patients requiring NIV. Methods: During November 2016, we performed a retrospective audit of 26 patients started on NIV that month. Results: 15/26 (58%) had inappropriate adjustments made to NIV settings. 15/26 (58%) had no respiratory input during the first 24 hours following commencement of NIV. Intervention A three-pronged NIV initiative was undertaken prior to repeat audit: 1. A Beaumont NIV pathway: a four-page card document incorporating instructions for initiating and managing NIV, a prescription, observation chart and safety checklist. 2. Interactive education sessions: for medical and nursing staff delivered by a specialist NIV team. 3. All patients commenced on NIV were reviewed by a specialist NIV team. Results of re-audit Following pathway introduction, we observed improved appropriate decision making (72% vs 42%), 35% reduction in the total number of arterial blood gases and reduction in LOS by 7.7days (35%). 92% had respiratory input within 24 hours of commencement of NIV. Conclusion: National audits have repeatedly raised concerns that expected patient benefit from NIV is not being received. The Beaumont NIV care pathway is a sustainable initiative that improves quality and safety of NIV management.

This article describes the preparation and delivery of an educational intervention designed to improve rural nurses and unlicensed care providers’ confidence in a palliative approach to care. A palliative approach takes the principles of supportive palliative care and adapts them for application earlier in nonspecialized palliative contexts for individuals living with life-limiting chronic illness. Curriculum in a palliative approach was constructed for nurses and unlicensed care providers (care aides and home health workers) and was delivered through a workshop and monthly follow-up sessions offered through distance technology. Participants valued the joint interactive education and came away with greater appreciation for one another’s contributions to care. Insights were gained into common challenges when attempting to apply a palliative approach in rural areas. Important lessons were learned about educating nurses and unlicensed care providers together, about the use of technology for this group, and about teaching the concept of a palliative approach. J Contin Educ Nurs. 2014;46(6):279–288.

Purpose The purpose of this article is to report the focus group perspectives of preteens’ and parents’ experiences with a feasibility intervention entitled PREP-T1 (Preteen Re-Education with Parents–Type 1 Diabetes), an interactive education and peer mentoring intervention. Methods The parent and preteen focus groups were conducted by the principal investigator, coinvestigator, and note takers at 2 sites. The preteen-parent groups were conducted concurrently with a total of 11 preteens and 11 parents. Note-based qualitative content analysis was used, resulting in preteen-parent perspectives on reeducation and strategies for families to work more effectively in managing type 1 diabetes (T1DM). Results The findings suggest that the preteens enjoyed learning about their diabetes management from a teen educator mentor in conjunction with a human patient simulator. They reported this type of peer support would benefit other preteens with T1DM. Parents were overwhelmingly positive about their interactions with the parent educator mentor in conjunction with the psychologist and about focusing on how to better collaborate with their preteens on diabetes management decision making. Further recommendations about the timing and intervention dose were also discussed. Conclusions Moderated peer mentoring with technology has potential as a means for teaching preteens and their parents shared diabetes management. These data will be used to inform the PREP-T1 fully powered intervention study.

Knowledge of basic principles and concepts in time series analysis is fundamental to system identification education; however, this topic is not part of the traditional background for many engineering students. Interactive software tools, on the other hand, have proven as particularly useful techniques with high impact on education. To address this need, this paper describes a collection of interactive software tools (ITTSAE, ITTSAE-TSG and ITTSAE-TSA) that have been developed to assist in teaching and learning time series analysis concepts in the time domain. The tools have been developed with Sysquake, a MATLAB-like language with fast execution and excellent facilities for interactive graphics, and are delivered as a stand-alone executables that are readily accessible to students and instructors. The basic functionality of the tools and an illustrative example on the use of the software are presented.

Along with informatization, medical education faces with new challenges and opportunities. Education informatization in our country is now into a period of rapid development and gets achievement. Modern distance education network, computer platform of medical education research and education satellite network are established. Satellite broadband multimedia transmission platform has been initially formed. They are interactive based on modern distance interactive education network platform. The new concept of modern informationization and digital network has gradually replaced the traditional medical teaching practice, which is also the big trend of education development and informationization teaching in China.

To determine the efficacy of a Web-based salt reduction program on children's salt-related knowledge, attitudes, and behaviors (KABs), self-efficacy, and intake of dietary salt.Pretest and posttest. An online survey determined KABs and self-efficacy and a 24-hour urine collection revealed salt intake.Victoria, Australia.Child-parent dyads (n = 102) recruited from 5 government schools.A 5-week behavior-based education program delivered via weekly online interactive education sessions.Change in KABs, self-efficacy, and daily salt intake.Changes in outcomes were assessed using McNemar test, paired t test, and Cohen's δ (CD).A total of 83 children participated (mean age, 9.2 years [SD, 0.8 years]; 59% girls); 35% to 76% of children viewed weekly education session. Children with complete survey data (n = 75) had improved scores for salt-related knowledge (+3.6 ± 0.4 points; P .001; CD: 1.16), behaviors (+1.3 ± 0.1 points; P .001; CD: 1.08), and self-efficacy (+0.9 ± 0.2 points; P .001; CD: 0.64), but not attitude. Children with valid urine collections (n = 51) showed no change in salt intake.Participation resulted in improvement of salt related knowledge, self-efficacy and behavior. Further research is required to confirm these results using a more robust study design which includes a control group. In addition, the long term impact on children's salt intakes of comparable education programs needs to be assessed.

Based on analysis of modern tendencies in educational sphere and innovation experience; a new model of “triple integration” for Innovation eLearning is presented and a transborder multi-level digital educational-training platform for its realization is proposed. This proposal is integrated in framework of the Ukrainian-Slovak International Center for Innovations and technology transfer and may be used as a base for joint R&D and pilot project for innovative education and educational innovation.

The Robobo Project is a STEM-based project that aims to bring educational robotics, in primary and high school, closer to real-world applications. It is based on the use of a smartphone-based robotic platform called Robobo, a very flexible programming environment, and a set of lessons to integrate them. The smartphone provides high-level hardware capabilities in terms of sensors, communications and processing capabilities that allow to create more practical and realistic lessons that exploit human-robot interaction, with a small investment. In this paper, we present the main elements of The Robobo Project in terms of hardware and software, and two illustrative educational projects that can be developed within it.

178-184 Актуальность формирования межкультурной компетенции признается на сегодняшний день как в отечественной, так и в зарубежной системе образования. Совет Европы включает межкультурную компетенцию в список ключевых компетенций для специалистов самых разных профессий. Основная цель данной работы состоит в том, чтобы на основе изучения передового опыта исследователей и преподавателей иностранного языка и межкультурной коммуникации сопоставить основные методы формирования межкультурной компетент-ности у студентов российских и зарубежных вузов В ходе проведенного исследования были сформулированы различия в подходах к ин-терпретации понятия "межкультурная компетенция" и смежных понятий в отечественной зарубежной литературе; обоснована необходимость введения в образовательный процесс студентов системы мер целенаправленного методического воздействия на профессиональ-ную межкультурную компетенцию; описаны различные критерии отбора системы упраж-нений и особенности организации учебного материала. The formation of intercultural competence is recognised on a national and international level. The European council includes intercultural competence in the list of key competences for experts in dif-ferent professions. The main aim of this research is to compare the most important methods for the development of intercultural competence with students at Russian and foreign universities: based on the study of the experience by researchers and teachers of foreign languages and intercultural competence in universities to reveal the main tendencies. During the research project: differing approaches to the interpretation of the term "intercultural competence" were found, as well as to related terms in the Russian and foreign literature; it became necessary to introduce measures for the purposeful didactic influence on the professional intercultural competence with students at universities; different criteria for the choice of exercises were described and the organisation of didactical material'procedures concerning the language.

The Robobo Project is a STEM-based project that aims to bring educational robotics, in primary and high school, closer to real-world applications. It is based on the use of a smartphone-based robotic platform called Robobo, a very flexible programming environment, and a set of lessons to integrate them. The smartphone provides high-level hardware capabilities in terms of sensors, communications and processing capabilities that allow to create more practical and realistic lessons that exploit human-robot interaction, with a small investment. In this paper, we present the main elements of The Robobo Project in terms of hardware and software, and two illustrative educational projects that can be developed within it.

The previous article (‘Interactive education in public administration (1): The role of teaching “objects”’) described the benefits of ‘moving from behind the lectern’ to engage in interactive teaching in public policy and administration, and the central role of ‘objects’ in that process. But teaching ‘objects’ can only produce effective results if they are used in a way that achieves learning objectives. Interaction for interaction’s sake is not enough; it must also lead to understanding of new concepts and analytical approaches. Moreover, interactive teaching can be challenging for teachers who mainly use didactic traditional lecturing, since it entails sharing control of the discussion with students. This article explains and justifies a purposeful, structured framework both for stimulating engagement in public administration courses, and for turning that engagement into learning, in a way that provides for the intellectual safety of the teacher and student – which is crucial for enabling participants to take risks in classroom discussions. In the process, the article further addresses the rationale for using interactive and object-based approaches specifically in public administration and related disciplines.

Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods – not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece (Interactive education in public administration (2): Strategies for teachers) acknowledge and explain this usefulness, but go beyond cases to also include other forms of what we call teaching ‘objects’. Starting with an outline of the educational rationale of interactive teaching, this article explains the nature of ‘objects’, how they enhance learning, their relevance specifically to public policy and administration, and what distinguishes good from poor objects. It focuses primarily on why teaching objects are used. The companion article sets out how to use them, laying out strategies for instructors.

Community health workers (CHWs) are an effective solution to address the double burden of chronic and infectious diseases in developing countries. Due to limited resources, CHWs seldom receive adequate training. A standardized training regimen with three educational methods was tested with CHWs in Kenya to identify the optimal method. CHWs were divided into three breakout groups each testing a different pedagogy. It was concluded that each method was equally effective. Interactive small group learning methods do not require additional resources and can be easily integrated into CHW training regimens to produce better-prepared health workers.

An interactive education information administration platform based on .NET and WAP is presented. In this platform, the users can use the WAP-capable devices such as cell phones or PDA to perform the operations such as course inquiry, grade inquiry, online registration, online sign-up and information browsing anywhere anytime they want.

Purpose Anxiety has been called a "harm" of screening mammography. The authors provided direct, interactive education to lay audiences and measured these sessions' impact on anxiety and any increased understanding of breast cancer screening. Methods Academic breast radiologist provided seven 1-hour sessions of structured lectures and question-and-answer periods. Lay language and radiologic images were used to discuss disease background, screening guidelines, and areas of debate. One hundred seventeen participants (mean age, 45 ± 15 years) completed voluntary, anonymous, institutional review board-approved pre and postsession questionnaires relaying their attitudes regarding screening and the impact of the sessions. Results are summarized descriptively. Results Mean reported anxiety regarding screening (on a scale ranging from 1-5; 1 = no anxiety) was 2.5 ± 1.3. Anxiety was attributed to unknown results (56.4%), anticipation of pain (21.8%), known risk factors (14.5%), general uncertainty (12.7%), waiting for results (9.1%), possibility of more procedures (3.6%), and personal breast cancer history (3.6%). Ninety-seven percent reported that immediate results would lower anxiety (78% of those women indicated a 75%-100% decrease in anxiety); 93% reported that radiologist consultation with images would lower anxiety (75.6% indicated a 75%-100% decrease in anxiety). After the lecture, women reported (on a scale ranging from 1-5) increased understanding of the topic (4.7 ± 0.6), encouragement to screen (4.6 ± 0.7), and reduced anxiety (4.0 ± 1.1). Ninety-seven percent to 100% provided correct responses to these questions: rationale for screening in the absence of family history, recall does not equate to cancer diagnosis, benefit of prior films, and continued importance of physical examination. Conclusion Attendees of radiologist-provided direct public lectures reported decreased anxiety and improved knowledge regarding screening mammography. The resultant reduced anxiety ("harm") and educational empowerment help enable informed decision making and may promote screening attendance.

In the article there are considered some questions of innovative education technologies application at the study process of management disciplines, their peciliarity, interaction and efficiency. Here also are given examples of their use at «Management» study and the experience of practical studies with active and interactive education technologies appication is discribed.

Purpose The aim of this study was to compare the impact of a digital interactive education platform and standard paper-based education on patients' knowledge regarding ionizing radiation. Methods Beginning in January 2015, patients at a tertiary cancer center scheduled for diagnostic imaging procedures were randomized to receive information about ionizing radiation delivered through a web-based interactive education platform (interactive education group), the same information in document format (document education group), or no specialized education (control group). Patients who completed at least some education and control group patients were invited to complete a knowledge assessment; interactive education patients were invited to provide feedback about satisfaction with their experience. Results A total of 2,226 patients participated. Surveys were completed by 302 of 745 patients (40.5%) participating in interactive education, 488 of 993 (49.1%) participating in document education, and 363 of 488 (74.4%) in the control group. Patients in the interactive education group were significantly more likely to say that they knew the definition of ionizing radiation, outperformed the other groups in identifying which imaging examinations used ionizing radiation, were significantly more likely to identify from a list which imaging modality had the highest radiation dose, and tended to perform better when asked about the tissue effects of radiation in diagnostic imaging, although this difference was not significant. In the interactive education group, 84% of patients were satisfied with the experience, and 79% said that they would recommend the program. Conclusions Complex information on a highly technical subject with personal implications for patients may be conveyed more effectively using electronic platforms, and this approach is well accepted.

Tujuan penelitian evaluasi ini adalah untuk mengungkap dan menjelaskan efektivitas Program Siaran Pendidikan Interaktif Mata Pelajaran IPA, yang disiarkan oleh Pustekkom melalui Televisi Edukasi menjelang Ujian Nasional. Penelitian evaluasi program ini dilaksanakan dengan menggunakan model evaluasi Countenance yang dikembangkan oleh Stake. Hasil penelitian menunjukkan bahwa aspek antecedent program yang dikembangkan 89,47% sudah sesuai dengan standar evaluasi yang ditetapkan. Pada aspek transactions sebesar 84,61% sudah sesuai dengan standar dan pada aspek outomes sebesar 66,67%. Hasil ini menunjukkan antecedent dan transaction yang sebagian besar sudah sesuai standar masih belum memberikan outcomes yang baik. Persiapan dan pelaksanaan yang sudah baik ternyata belum memberikan dampak positif yang optimal terhadap siswa atau pemirsa. Hasil analisis menunjukkan bahwa isi program sudah sesuai dengan kurikulum. Namun, karena kurangnya sosialisasi, jadwal yang sulit diakses dan tidak sesuai dengan waktu belajar siswa, maka program ini masih belum mengakomodir kebutuhan siswa sehingga belum memberikan hasil yang optimal, meskipun minat siswa tergolong tinggi. Sebaiknya program ini diteruskan dengan beberapa perbaikan, antara lain dengan: melakukan tayang ulang, meningkatkan distribusi jadwal siaran melalui tayangan di stasiun televisi nasional, facebook, web, atau brosur. Selain itu dengan melatih atau mengganti narasumber yang masih kurang mampu dalam hal materi. Selanjutnya mengubah penampilan dan bahasa yang digunakan agar tidak terlalu formal., The purpose of this study is to explain the effectiveness of the interactive Education Broadcast Programs for Science Subject. The program is broadcasted by Pustekkom on its Televisi Edukasi channel a head of the National Exam. The study uses the Countenance evaluation model developed by Stake. The study founds that 89,47% of the antecedent and 84,61% of the transactions aspects of the program meet the evaluation standard, while only 66,67% of the outcome aspects do. The results show that even though the program has met most of the standard for the antecedent and transactions aspects, it does not necessarily yield good outcomes. While this program has a good preparation and implementation, it is yet to provide an optimum benefit for students. An analysis of this study concludes that while the program is in line with the on going curriculum, and despite students’ high interest, it is yet to accommodate students’ needs or give maximum contribution due to lack of promotion and access to broadcasting schedule with some colliding with students’ study time. I recommend maintaining the program and making improvements: providing reruns, increasing the broadcast frequency by broadcasting on national TV channels, Facebook fun page, TVE’s website or by distributing booklets. I also recommend replacing or training mentors so that they master the subject they teach. I recommend that the program refrain from using very formal or stiff language.

Objetivos: La estandarización de la educación médica y programas centrados en la salida se han vuelto más importantes en los últimos años. Sin embargo, todavía no hay consenso sobre el lugar de las ciencias básicas en el mencionado concepto. A pesar que la importancia de la anatomía en la educación médica es indiscutible, su lugar en el currículo médico todavía se está discutiendo ampliamente. Varios estudios y observaciones se han publicado hasta hoy sobre la educación anatómica básica. La mayoría de ellos reflejan las opiniones de los médicos clínicos o tutores médicos. El número de estudios de evaluación de la educación en anatomía en el pregrado, desde la perspectiva de los estudiantes de medicina, es limitado. El presente estudio tiene como objetivo evaluar las opiniones de los estudiantes de medicina en las clases de anatomía. Material y métodos: En este estudio, a 102 estudiantes de medicina que completaron la fase II de la educación en la Universidad de Baskent se les dio un cuestionario con 32 preguntas de tipo Likert preparados por los Departamentos de Anatomía y Medicina de la Educación, entre diciembre de 2012 y mayo de 2013. Las preguntas fueron dadas a los estudiantes en junio, justo antes de terminar el período de educación relacionado. Resultados y Conclusiones: Los estudiantes de medicina enfatizaron que entendían la importancia de la anatomía mucho después de haber terminado la educación de fase I cuando estaban tomando los cursos clínicos y mencionaron que el aporte de sus conocimientos de anatomía básica para su práctica clínica era débil. Los resultados del estudio indicaron que los estudiantes prefieren una educación integrada verticalmente, con orientación clínica e interactiva, y dieron más valor a la práctica de laboratorio en lugar de las conferencias clínicas. Objectives: Standardization of medical education and output-focused core programs has become more important in the recent years. However, still there is no consensus on the place of basic sciences in the aforementioned concept. Even though the importance of anatomy for a qualified medical education is indisputable, its place in medical curriculum is still being widely discussed. Several studies and comments have been published up to date on basic anatomy education. Most of these reflect the opinions of clinical doctors or medical tutors. The number of studies evaluating undergraduate anatomy education from the perspective of medical students is limited. The present study aims to evaluate the opinions of medical students on anatomy classes in medical education. Material and Methods: In this study, 102 medical students who completed phase II education in Baskent University were given a questionnaire containing 32 Likert’s type questions prepared by the Departments of Anatomy and Medical Education between December 2012 and May 2013.The questioner was given to the students in June just before the education of the related term was completed. Results and Conclusion: The medical students emphasized that they understood the importance of anatomy long after they had completed phase I education while they were taking the clinical courses, and they mentioned that the contribution of their basic anatomy knowledge to their clinical practice was weak. The results of the study indicated that students preferred a vertically integrated, clinically oriented and interactive education, and gave more value to laboratory practice rather than the clinical lectures.

Article actuality based on fact that existing knowledge system aimed at future professional life of students: a skillful use game activity in educational process will teach students to look for alternative ways solving of real problems. The purpose of article lies in theoretical substantiation, development and testing of criteria, which must be met by special-purpose software oriented on gamification of educational process. A leading research method of the described problem is a method of simulation that allows to consider gamification as concentration and organized process for increasing the factor of student engagement in cognitive activity. This article aimed to demonstrate models of ideal educational game programs with optimum number of gamification elements, also article focused on development of such software, which will be not entertaining, but educational in nature. The article may be useful for researchers dealing with gamification issues and software developers, which works relate with educational programs. © 2016 Chubarkova et al.

Scientific, practical and normative-legal prerequisites for the implementation of blended learning at the universityare presented. It is noted that modern university is an open academic community of students and teachers, which is able to meet the challenges of the industrial society with humanitarian initiatives. Distinctive features of the modern university are revealed: technologization and informational activities. It is argued that the formation of a single open informational educational environment contributes to the emergence of new sections of didactics. Представлены научно-практические и нормативно-правовые предпосылки внедрения смешанного обучения в университете. Отмечается, что современный вуз является открытым академическим сообществом студентов и преподавателей, которое способно ответить на вызовы техногенного общества гуманитарными инициативами. Раскрыты отличительные признаки современного университета: технологизация и информационная насыщенность деятельности.

This is paper presents a comprehensive modelling, simulation and its implementation of photovoltaic module in MATLAB/Simulink environment. Three modelling approaches including mathematical, circuitry and functional blocks are presented. Graphical and text based implementation are outlined in this paper. The modelling and simulation results for all three approaches are presented, and the accuracy, pros and cons of each approach are discussed. The presented modelling approach contributes to renewable energy curriculum delivery that help students to gain complete view of modelling and simulation implementation of photovoltaic at the perspective of mathematical, numerical method and circuit theory. The presented models also contribute to the development of photovoltaic module design, simulation, analysis and interactive education tool.

У статті обґрунтовано необхідність упровадження інтерактивних технологій навчання в курсі «Українська мова (за професійним спрямуванням)». Описано низку технологій, застосування яких під час вивчення програмового матеріалу дозволяє оптимізувати навчальний процес. Ключові слова: мовна підготовка, технологія навчання, інтерактивне навчання, інтерактивна технологія. The necessity of interactive education technologies application in course«Ukrainian language (professional school)» is grounded in the article. The number of technologies using which during the programming course let optimize the process of education is given. Key words: linguistic training, education technology, interactive education, interactive technology.

Although patient education may promote motivation to change health behaviours, the most effective method has not yet been determined.This prospective, controlled trial compared an interactive, patient-oriented group program with lectures providing only information. We evaluated motivational stages of change and self-reported behaviours in three domains (sports, diet, relaxation) at four times up to one year (60% complete data) among 753 German rehabilitation inpatients (mean age 50 years, 52% male) with orthopaedic (59%) or cardiologic disorders (10%) or diabetes mellitus (31%).We found improvements between baseline and follow up regarding each outcome (p.001) in both groups. At the end of rehabilitation, participants of the interactive group, as compared to the lectures, showed more advanced motivation regarding diet (p.10) and sports (p=.006). Interactive group patients reported healthier diets both after 3 months (p=0.013) and 12 months (p=0.047), more relaxation behaviours (p=.029) after 3 months and higher motivation for sports after 12 months (p=.08).The superior effectiveness of the interactive group was only partly confirmed.This short, 5-session interactive program may not be superior to lectures to induce major sustainable changes in motivation.

A utilização de materiais didáticos inovadores tem adentrado cada vez mais no âmbito do ensino, visto a necessidade de incentivar o processo de construção do conhecimento e a aprendizagem significativa. O objetivo do estudo foi relatar a eficácia da utilização de maquetes como ferramenta metodológica nas aulas práticas do Componente Curricular de Microbiologia em um Curso de Graduação em Enfermagem. Participaram dessa atividade um total de 38 discentes, além de dois monitores e um docente, os quais acompanharam o processo criativo e orientaram as etapas de desenvolvimento do trabalho: divisão dos temas, confecção das maquetes e apresentação final da atividade. Para a confecção das maquetes foram utilizados materiais recicláveis e de fácil aquisição, representando diferentes microorganismos, como: fungos, bactérias e vírus. A experiência possibilitou participação ativa dos alunos e dos monitores, além da demonstração de criatividade e desempenho crítico satisfatório nas apresentações das maquetes. Nesse aspecto, a utilização de maquetes como ferramenta na educação interativa mostrou-se um mecanismo eficaz no aprendizado da microbiologia, por propiciar a visualização da morfologia dos microorganismos de uma maneira diferenciada.

Orthopaedic nursing often involves the use of equipment, and nurses may learn about the use of equipment on the job in informal ways. Staff may have difficulty attending in-services, may be off during quick informal in-services, or may not use equipment for a period of time after an in-service. Due to lack of knowledge, inconsistency in the implementation of ordered therapies resulting in poor outcomes, including pressure wounds and patient dissatisfaction, frequently occurs. Using continuous passive motion therapy as an example, an interactive educational approach to equipment training is presented. Such an approach helps formalize equipment training, provides a standard approach to implementing ordered therapy, provides references for staff after in-services, and improves patient outcomes.

Case discussions have become an integral component of our business statistics courses. We have discovered that case discussion adds enormous benefits to the classroom and learning experience of our students even in a quantitatively based course like statistics. As we read about discussion-based methods, we discovered that the literature is mostly silent about the specific challenges of case teaching in statistics courses. This article is an attempt to fill that void. It provides a “how-to” starter’s guide for those interested in incorporating case discussions in statistics courses. It includes resources for background reading, tips on setting up a statistics case discussion course, and examples of four specific case discussions involving statistics topics. An illustrative case and instructor’s notes that can be used on the first day of class are provided as well. Because we have had mixed reactions to conducting case discussions online, we believe that the use of case discussion in distance education stat...

Objective: This study was conducted to determine the effect of interactive education with group interaction on the family burden and support in the mothers of intellectually disabled children by using pre-post test with control group experimental design. Methods: The study was conducted with 62 mothers have intellectually disabled children between 15th September 2010 and 30th May 2011. An education about difficulties and coping strategies was given to the study group mothers as six sessions (every session is for 35-45 minutes) by using interactive methods. Before and after the study, Family Burden Evaluation Scale for Families of Child with Intellectual Disabilities and Family Support Scale were practiced with mothers in the study and control groups. Results: It is determined that family burden mean score was decreased, family support median score was increased in the study group mothers after the education. Also, there was a negative and poor level meaningful relation between total family support and total family burden scores in the study group mothers after the education. Conclusions: The education given by the nurses was effective on decreasing family burden and increasing family support in mothers have intellectually disabled children. It is suggested that education should be given regularly and constantly and mothers who live same problems should be supported by being together.

This project was designed to educate fourth grade students on the importance of understanding physiology as a sub-project of the American Physiological Society's PhUn Week. The fourth graders at Dixie Bee Elementary school were exposed to the importance of reaction time and how proprioception and nerve conduction velocity impact reaction time in all individuals. The initial information was presented in an interactive education seminar and then demonstration occurred using applied technology (Biopac MP40). The Biopac MP40 is an interactive tool that helps to show data via the electrical signal released by the nerve and picked up by electrodes, all integrated on a laptop computer. Reaction time activity was obtained synchronizing two signals by Biopac MP40: 1) acoustic signal, via headphones, and 2) electric signal from finger extensors by placing the electrodes on the forearm. The MP40 system integrates both signals determining reaction time. The students were then challenged to perform their reaction time...

Article tells about current video games trends in educational process. Text demonstrates positive and negative sides of gaming tools, and consist real projects examples used in educational process. Last part of article describes game projects created on RGPPU basis Статья рассказывает о текущих трендах применения компьютерных игр в образовательном процессе. Рассматриваются положительные и отрицательные стороны использования подобного инструментария, а также примеры реальных интерактивных программ, используемых в учебном процессе. В статье приведены примеры игровых проектов, созданных на базе РГППУ

The paper presents findings from a school‐based collaborative research project, the InterActive Education Project, which linked teachers, teacher educators and university researchers in English secondary schools (see Sutherland et al., 2004). It centres on a case study from one school where students used a simple yet highly effective electronic learning tool to facilitate extended, more complex, more accurate and more imaginative writing. The subjects were secondary school students aged 14–15, whose mother tongue is English, learning to write in German. Particular difficulties of writing in German are analysed. The writing tool was developed by the project teachers and consisted of simple electronic writing frames incorporating drop down menus. Reasons for the effectiveness of this simple tool are presented. The research process and the nature of support structures provided by various aspects of the classroom environment are discussed, as are learning outcomes.

This paper provides a brief overview of the InterActive Education Project and an introduction to this special issue. At the heart of the project was a unique partnership between university researchers, teacher educators and teachers, who worked together to find out how ICT can be used in schools to enhance learning. Within this paper we argue that it is the relationship between the pedagogy within a subject area (the practice in the setting), the subject domain and its culture (the ecology of the setting) and the technology (the tool within the setting) that is crucial to engendering quality learning.

An educational programme in wound healing was developed in France in 1998. The course lasts for 1 year and consists of 100 hours of interactive education including wound-healing principles, management of pressure ulcers, leg ulcers, diabetic foot ulcers, burns and trauma. The programme mixes theoretical and practical issues and results in the award of a diploma that identifies students as having a level of expertise in wound healing. A large component of each student's evaluation is based on a thesis that has been developed by the student during the year. After 6 years of continual development and modification, this educational approach was analysed to evaluate its impact on wound healing in France. More than 500 individuals have been trained by this educational programme, including nurses, physicians, pharmacists, physiotherapists and employees of commercial concerns. In order to evaluate the impact of such a training programme on changing practice in France, a questionnaire was developed and a telephone survey carried out. The results of this survey are reported here and they show that education and training provided undertaking a university diploma has played an important role in the development of wound healing and the subsequent change in practice in France.

Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro-’, ‘meso-’ and ‘macro’-communities inter-connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re-model the relationship between practice and research.

The authors have developed a distance education system for interactive education which can transmit 4 video streams between distant lecture rooms. In this paper, we describe the concept and the outline of this distance education system. Also, on the basis of the results of trial lectures using the system, we propose some efficient ways to use the system for interactive adult education.

The authors have developed a distance education system for interactive education which can transmit 4 video streams between distant lecture rooms. In this paper, we describe the results of our experiments using the system for adult education. We propose some efficient ways to use the system for adult education.

This paper has two broad aims: first, to provide a brief introduction to the InterActive Education Project from which the papers in this special edition derive; and second, to draw out some of the overarching themes and threads that have emerged from the set of articles presented. The evidence suggests that a number of tensions surface when subject teachers engage with information communication technology (ICT) in their classrooms, for instance, the tension between teaching about and teaching through ICT; the tension between information accretion and information discernment; and the tension between subject and technological culture. The findings also suggest that the use of ICT by subject teachers is being embraced but not imposed. This is in part due to the collaborative nature of the InterActive Project but it is also due to a genuine desire by the participants to concentrate on the creation of rich ICT environments in which their students can engage their minds with the resources of their disciplines. ...

Recently a method has been introduced for finding the minimum bounds of the frequency response of a system with variable parameters on Bode gain/phase diagrams. The results are easily derived from classical control frequency response concepts and provide a simple way of introducing the concepts of control system design under parameter uncertainty to undergraduates. This paper describes the method and shows how it can be used for investigating stability and the design of simple classical compensators. Use of the method for interactive education is also discussed.

BACKGROUND Presentations based on slides, videos and/or computer presentations are usually sequentially structured, resulting in an inflexible order of the demonstrated information and examination results. However, in (medical) education such a system only inadequately reflects the real physician-patient situation. MATERIALS AND METHODS The software solution presented here is based on the widespread computer programme Microsoft PowerPoint(R) (PPT) which offers an opportunity to present information via text boxes, figures, illustrations, video sequences and/or audio files in an user-friendly way. However, PPT's capabilities of simulating realistic decision processes (e. g. by "interactive keys" and "hyperlinks") are still restricted as far as adapting the order of the information/slides to the individual demand is concerned. The Tuebingen Education System (TES) uses an additional user interface based on Visual Basic. By means of this, every examination result or information can be chosen via five additional pull-up menus in an arbitrary order. Furthermore, the pathway - i. e. the examinations used to arrive at a diagnosis - as well as the costs incurred are documented in parallel and are finally compared to the costs incurred using an optimum pathway. RESULTS TES has been used routinely in the education of the students and residents of the University Eye Hospital Tuebingen for three (half-)terms. Meanwhile, an adapted version of TES is used to educate students in the department of paediatric surgery. TES was judged in extensive evaluations of both subjects very positively. CONCLUSIONS TES is an easy to use tool suitable for lecturers and students, a further step towards realistic, practice-oriented and interactive education.

Introduction: Maintaining oral hygiene and handwashing is critical in preschool children for disease prevention; however, limited information exists on the educative value of interventional programs in increasing knowledge among preschool children. The current study evaluated the knowledge and practices of hand and oral hygiene before and after a health educational intervention in preschool settings in Malaysia. Methodology: In a cross-sectional interventional study, 168 preschool children from a kindergarten at Tadika Juju in Petaling Jaya, Malaysia, were included. A pretest questionnaire evaluated the knowledge across different domains of oral and hand hygiene techniques and habitus, followed by an interactive education intervention. Training was conducted via hands-on demonstration, audiovisual videos, posters, and images (handouts/flyers). The impact of educational intervention on knowledge was evaluated 1 month after the initial training using the same questionnaire as used in the pretest survey. Each evaluation form had 10-graded questions, and the cumulative maximal score that could be attained based on the adequate responses to individual questions was 25. The scoring for each participant was categorized into poor (score: 0–9), average (score: 10–19), and good (score: 20–25) based on their scores for their responses. The difference between the means of pre- and postintervention mean scores across the predefined ratings of poor, average, or good was assessed using a paired t-test. Results: Overall, a significant improvement in knowledge on oral health and hand hygiene after the intervention was noted in the study participants (P