Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
The concept of flipped learning has received significant attention in recent years. In a flipped learning methodology, students view instructional videos and complete related assignments before class, so that face-to-face time with the instructor can be spent applying the knowledge and skills they were introduced to in the pre-class assignments. This study aims to determine the effectiveness of a flipped learning method for teaching information literacy (IL) skills to undergraduate students compared to a traditional teaching method where the majority of face-to-face time is spent instructing. To evaluate this, a mixed methods research design was used, where results from qualitative interviews helped explain findings from test data, assignment completion data, and major paper rubric data. The IL tests resulted in a small but insignificant test score improvement for flipped participants. Interviewed flipped participants reported mainly positive feelings toward flipped learning, whereas all flipped ESL interviewees related strong positive feedback towards flipped learning.
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Lecture capture and active learningRising to meet the needs of the changing A...Blackboard APAC
Classroom-based lecture capture has gained wide acceptance and application in higher education globally, and is part of the mainstream in university teaching in Australia and New Zealand. This presentation will offer insights into the University of Newcastle’s use of Echo360’s lecture capture solutions, including how the technology is used to support blended and flipped styles of learning and teaching, and how students respond to the service provided. The presentation will also showcase Echo360’s Active Learning Platform, and discuss how the platform’s unique direction will enable institutions to further enhance and extend learning opportunities for their students.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Lecture capture and active learningRising to meet the needs of the changing A...Blackboard APAC
Classroom-based lecture capture has gained wide acceptance and application in higher education globally, and is part of the mainstream in university teaching in Australia and New Zealand. This presentation will offer insights into the University of Newcastle’s use of Echo360’s lecture capture solutions, including how the technology is used to support blended and flipped styles of learning and teaching, and how students respond to the service provided. The presentation will also showcase Echo360’s Active Learning Platform, and discuss how the platform’s unique direction will enable institutions to further enhance and extend learning opportunities for their students.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
How Teacher Intervention Affects Primary Student Collaboration in Wiki Enviro...CITE
WONG, Joyce Choi Chun (Teacher Librarian of Kingston International School)
http://citers2013.cite.hku.hk/en/paper_621.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Educational Psychology Developing Learners 9th Edition ormrod Test BankBreannaSampson
Full download : https://alibabadownload.com/product/educational-psychology-developing-learners-9th-edition-ormrod-test-bank/ Educational Psychology Developing Learners 9th Edition ormrod Test Bank
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
a handy document for high school and college that my assist in changing our atitudes in study habits and study skills so that we pass examinations and improve our grades and class performance
Similar to Active Learning in the Flipped Classroom (20)
Presentation for the Bio-Link Summer Fellows Forum June 9, 2016. We present a science education framework that uses the search for novel antibiotics to engage and motivate undergraduates in biological sciences.
A recently started project exploring microbial populations attaching to plastic when inmersed in the ocean. Floating plastic (#2, #4, and #5) are deployed in coastal waters for varying times, and DNA extracted for 16S rRNA metagenomic sequencing. Validation of the sampling methodology and preliminary data are shown.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
Three posters presented at AAAS 2015:
- Genomics Education Partnership general poster (Barral et al)
- GEP student poster (Arko and Chagani, National University)
- Small World Initiative student poster (Yeagley et al, National University)
Presentation prepared for the Genomics Education Partnership alumni workshop 8/2-4, 2014. Report of GEP implementation at NU for a Molecular Biology Course.
gep.wustl.edu
On March 14 I presented the history of my research activities and proposals for MS Biology thesis work for the students entering the program at National University,
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?