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Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
EvästeasetuksetKieli: | eng |
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Julkaisija: | Hove, East Sussex : Pier Professional 2010- |
ISSN: |
2044-1290 |
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In today’s digitalized world, little is done to implement multidisciplinary breast cancer curricula through online learning platforms. More is needed to analyze these platforms pedagogically. Breast cancer education among healthcare professionals requires multidisciplinary collaboration. Using an open-access learning environment gives students and healthcare professionals opportunities to improve and deepen their knowledge about breast cancer care and therapy using evidence-based knowledge. This article aims to analyze the massive open online course (MOOC) platform of interprofessional cooperation in the breast cancer therapeutic phase (ICBCTP) using Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. This research analysis will also discuss the phases of the curriculum development of the learning platform and the corresponding modules, themes, and sub-themes in an attempt to help learners achieve the competencies required by the field of expertise. Fink’s taxonomy of significant learning provides a theoretical framework for developing the learning platform through human connections and interactions with learners from various professional and educational backgrounds.
Kieli: | eng |
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Julkaisija: | [Melville, New York] : AIP Publishing, LLC 2023- |
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Kieli: | eng |
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Julkaisija: | [New Brunswick, New Jersey : Rutgers University Libraries 2020- |
ISSN: |
2766-2918 |
Asiasanat: | |
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Finland is experiencing a nurse shortage, leading to the recruitment of internationally educated nurses (IENs). The Finnish education system aims to attract more international students, including those in healthcare. International nursing students (INS) face challenges due to language barriers and cultural differences. This paper introduced the bilingual modified flipped learning (BMFL) approach to address these issues. The BMFL, grounded in constructivist learning theory, incorporated flipped learning and learning stations to facilitate INS integration. It emphasized autonomy and collaboration, with students engaging in pre-class content and in-class interactive activities. The strategy enhanced language skills, clinical decision-making, and communication. Policy and practice recommendations were proposed to support the integration of BMFL, targeting the alleviation of nurse shortages and facilitating the harmonious integration of INS into the Finnish healthcare workforce.
In Finnish universities of applied sciences learning analytics has not been on the agenda until recent years. The activity is still largely based on individual teachers’ enthusiasm and the faculty in general is not well aware of what learning analytics is about and what it can provide to teaching and learning. In recent years Finland has had several large national projects which are related to learning analytics. One of the first ones was “eAMK-project” in which Learning analytics was included as a minor part. In the project, it was soon realized that the knowledge and skills of an average teacher needs to be boosted in this field. Therefore, a cMOOC course was created – the very first in learning analytics in Finnish. The course is targeted mostly for teachers and learning designers. After completion of the course, participants should have the readiness to start using learning analytics in their work. Showing the mastery of the new skills, they are also encouraged to apply for “Learning analytics master” digital badge. The course was developed collaboratively among six universities of applied sciences in Finland. The developers have met each other periodically in face-to-face project meetings but most of the course construction work took place online. In this article, the structure and contents of the course are described. Also, the building process and the different elements and methods required for the online collaboration are explained. Before opening the course, it was evaluated using quality criteria for online implementations developed by national eAMK-project. The first implementation of the cMOOC was held in spring 2019.
Kieli: | eng fra deu ita |
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Julkaisija: | Firenze University Press, Italy Cromohs 1996- |
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Digital open badges are gaining popularity as a means of identification and recognition of competences acquired differently. Meanwhile new ways to motivate, scaffold and assess competence-based learning processes in professional development are emerging. This feature offers a summary of the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The thesis represents a novel application of descriptive statistical methodology to the context of educational research. The primary results culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support.
There is a growing demand for economically effective accreditation practices that respond individually to local challenges and unique professional needs. Digital open badges offer to inform and improve learning outcomes, but also to scaffold and assess learning, thus permitting efficient use of learning analytics and inspiring gamification that supports consistent competence development as a continuum. This conference paper summarises the latest research concerning digital open badge-driven learning, and related development of assessment practices and digital open badges. The entity of digital open badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support. The process model of digital open badge-driven learning is grounded on the badge constellation of competences. This summary offers insights and examples of applying the competence-based approach, digital open badges and gamification in professional development to meet teachers’ personal needs for their working lives. In addition, it represents the current state of emerging ecosystems related to open badges in Finland.
Kieli: | eng |
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Julkaisija: | Cham : Springer 2021- |
ISSN: |
2731-0809 |
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Over the past two decades, competence-based education has become a dominant trend in vocational and undergraduate education. The term competence-based education covers various conceptual ideas and practices arising from technical thinking in which education is seen as training competency, emphasising the development of complete vocational competence promoting autonomous identity and its continuous improvement. It should reflect how mathematics is taught at all levels of vocational education. As the PISA research has revealed gaps in skills in STEM subjects, our goal is to develop a powerful online learning model to promote access to undergraduate studies and employment for the disadvantaged in Finland. Their mathematical and scientific skills are analysed and trained online according to their self-direction. This facilitates graduating on time and applying for further studies. de Brujin and Leeman’s original model of a powerful learning environment is enhanced, focusing now on online adaptive guidance, and supporting self-regulating skills. The initial state for improving mathematical competence and self-regulating skills is the formation of a vocational identity obtained in previous education. The model is delineated by the idea of cognitive apprenticeship, acquiring knowledge and skills to pursue further studies. Online reflection and constructive learning from authentic situations towards a more abstract construction of knowledge is viewed from sociocultural theory and its perspective on cognition. Understanding the mathematical self-concept of online learners can inform strategies for improving online mathematics education.
An innovative and interdisciplinary learning environment is full of opportunities and challenges for learning, as it requires creative and executive activity from its group. In such an environment, interdisciplinary interaction is a prerequisite for learning. Utilising the traits of creative personalities should be taken as part of an interdisciplinary group's innovation activity and crossing its boundaries. In addition, validation and coaching a group interaction should be a conscious activity as well as part of the learning assessment.
Kieli: | eng |
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Julkaisija: | Niš, Serbia : University of Niš 2017- |
ISSN: |
2560-4619 |
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Interactions with various technological systems, such as smartphones, smartwatches, ATMs, and vehicles, are routinely experienced in the ever-advancing technological era. However, it has been acknowledged that traditional authentication methods like PINs and passwords are susceptible to human errors and biases. Consequently, Behavioral Biometrics (BB) has been explored as a potential alternative, offering a more passive form of authentication. Typically, BB is integrated with multifactor authentication (MFA), where multiple verification forms must be provided before access is granted. In this article, gait analysis, which utilizes data from accelerometers and gyroscopes, will be discussed. The efficacy of traditional machine learning methods in interpreting this gait data will be examined, and the viability of gait-based BB in bolstering customer authentication through MFA will be assessed.
Kieli: | eng |
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Julkaisija: | Boordfontein, [South Africa] : Forum Press [2009]- |
ISSN: |
2077-8317 |
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Kieli: | eng |
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Julkaisija: | Santa Rosa, Calif. : Informing Science Institute 2006- |
ISSN: |
1555-1237 |
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Kieli: | eng |
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Julkaisija: | Tehran : Iranian Motor Behavior and Sport Psychology Association (IMBSPA) [2019]- |
ISSN: |
2676-3451 |
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Kieli: | eng |
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Julkaisija: | [Dublin, Ireland] : Learning, Teaching and Technology Centre 2012- |
ISSN: |
2009-7387 |
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Kieli: | eng |
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Julkaisija: | [Tuscaloosa, AL] University of Alabama Division of Community Affairs [2008-] |
ISSN: |
2837-8075 |
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Kieli: | eng |
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Julkaisija: | Plymouth, Devon : Association for Learning and Development in Higher Education 2009- |
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Kieli: | eng |
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Julkaisija: | Springfield, Mo. : Southwest Missouri State University c2000- |
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Kieli: | eng |
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Julkaisija: | [York, United Kingdom] : White Rose University Press 2017- |
ISSN: |
2399-9101 |
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Sisältöä ei voida näyttää
Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
Evästeasetukset