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Showing papers on "Curriculum published in 2022"


Book
30 Jan 2022
TL;DR: The authors argue that education does not need fine tuning, or more of the same; rather the fundamental assumptions about schools have to be revised, and learn about the future must become very much a part of the present, and set out some of the thinking and techniques which permit us to confront the future and make it a better place.
Abstract: "Education for the Twenty-First Century" has grown out of a common and deep-seated concern, at a time when many educators are worried about some of the trendlines in school reform, about the way young people think of their own future, and about some of the relatively simplistic education reforms being advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism throughout the past decade, but it now has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the same framework which has determined their "raison d'etre" for the past two hundred years. The authors argue that education does not need fine tuning, or more of the same; rather the fundamental assumptions about schools have to be revised. They argue that learning about the future must become very much a part of the present, and set out some of the thinking and techniques which permit us to confront the future and make it a better place.

180 citations


Journal ArticleDOI
TL;DR: In this article , a systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020-2021, focusing on Goal 4, inclusive and equitable quality education (50%); Goal 8, decent work and economic growth; Goal 9, industry, innovation, and infrastructure (37.5%); and goal enabling through integrating and embedding sustainability into the curriculum (12.5%).
Abstract: The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations’Sustainable Development Goals (SDGs). The novel coronavirus pandemic may have changed that. This systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020–2021. Interestingly, the low volume of manuscripts identified highlights potential learning and teaching risks, as priorities may have shifted during rapid digitalization and emergency remote teaching practices. These manuscripts focused on Goal 4, inclusive and equitable quality education (50%);Goal 8, decent work and economic growth;Goal 9, industry, innovation, and infrastructure (37.5%);and goal enabling through integrating and embedding sustainability into the curriculum (12.5%). The implications of this systematic review highlight a need to rebuild efforts to focus on the Sustainable Development Goals, particularly considering the evolving higher education landscape during COVID-19. While there were still considerable volumes of manuscripts on higher education and sustainability during 2020–2021, the lack of contextualization to current higher education conditions should be of concern for sustainability scholars. This systematic review creates a critical foundation for accelerating our understanding of achieving SDGs in higher education during and beyond the pandemic.

71 citations


Journal ArticleDOI
TL;DR: In this article , a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis was provided. But, the authors focused on the use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning.
Abstract: Abstract This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID‐19 utilizing a bibliometric analysis. The researchers used co‐citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer‐reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic‐imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic‐imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry‐based learning, discovery learning, hands‐on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID‐19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID‐19. What this paper adds A bird's‐eye‐view perspective of how HEIs around the globe responded to the pandemic‐imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic‐imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic‐imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory‐based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross‐disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning.

56 citations


Journal ArticleDOI
TL;DR: In this article , the authors present an innovative pedagogical model for AI literacy education in early childhood, arguing that AI literacy is an organic part of digital literacy for all citizens in an increasingly intelligent society.
Abstract: Artificial intelligence (AI) education has posed fundamental challenges to early childhood education (ECE), including (1) why AI is necessary and appropriate for learning in the early years, (2) what is the subset of key AI ideas and concepts that can be learned by children, and (3) how to engage children in a meaningful experience that allows them to acquire these fundamental AI concepts. This report from the ECE field discusses the key considerations for developing an AI curriculum for young children. These key considerations altogether present an innovative pedagogical model for AI literacy education in early childhood. This model argues that AI literacy is an organic part of digital literacy for all citizens in an increasingly intelligent society. The core AI knowledge that can be explored with young children is: Using large amounts of data input, AI algorithms can be continuously trained to identify patterns, make predictions, and recommend actions, even though with limitations. Based on the theoretical notions of learning-by-making and pedagogy-as-relational, an embodied, culturally responsive approach should be used to enable young children's exploration with AI technologies. Finally, an exemplary curriculum named “AI for Kids” is introduced to demonstrate this pedagogical model and explain how educators can provide children culturally responsive inquiry opportunities to interact with and understand AI technologies. The synthesis of knowledge regarding “Why”, “What”, and “How” to do with AI education for young children informs a new way to engage children in STEM and understanding the digital world.

40 citations


Journal ArticleDOI
TL;DR: In this paper , a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020-2021 academic year is presented.
Abstract: The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers (N = 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed.

35 citations


Journal ArticleDOI
TL;DR: In this paper , a pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy is presented, where participants were 335 students and eight teachers from the secondary schools.
Abstract: Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired ${t}$ -tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms.

31 citations


Journal ArticleDOI
TL;DR: A survey of curriculum learning methods for machine learning can be found in this article , where the authors present different curriculum learning instantiations for various tasks in machine learning and provide some interesting directions for future work.
Abstract: Training machine learning models in a meaningful order, from the easy samples to the hard ones, using curriculum learning can provide performance improvements over the standard training approach based on random data shuffling, without any additional computational costs. Curriculum learning strategies have been successfully employed in all areas of machine learning, in a wide range of tasks. However, the necessity of finding a way to rank the samples from easy to hard, as well as the right pacing function for introducing more difficult data can limit the usage of the curriculum approaches. In this survey, we show how these limits have been tackled in the literature, and we present different curriculum learning instantiations for various tasks in machine learning. We construct a multi-perspective taxonomy of curriculum learning approaches by hand, considering various classification criteria. We further build a hierarchical tree of curriculum learning methods using an agglomerative clustering algorithm, linking the discovered clusters with our taxonomy. At the end, we provide some interesting directions for future work.

30 citations


Journal ArticleDOI
Hani Atwa1
TL;DR: In this paper , the authors explored the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the COVID-19 pandemic, which forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems.
Abstract: COVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.This is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.Mean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: "Transforming the way theoretical teaching sessions are given," "Face-to-face teaching at campus cannot be replaced for some types of education," "Interaction in online sessions is limited," "Problems and challenges of online examinations," and "Technical issues and challenges of online education." It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.Medical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.

28 citations


Journal ArticleDOI
TL;DR: In this article , the authors investigated the impact of MBKM Program on the study program of public administration and found that the implementation impacts on some aspects, namely improvement of experiential learning to build hard and soft skills of students, fulfilment of learning achievement of graduate, and improvement of lecturer capacity.
Abstract: The aim of this research is to find out the impact of implementation of Freedom to Learn Independent Campus Program (MBKM Program) on the Study Program of Public Administration. The main aim of MBKM Program is basically intended to give freedom for higher education institutions to be more autonomous, independent, less bureaucratic, and innovative in producing highly qualified graduates. To achieve the main aim, the implementation of MBKM Program includes eight learning activities, namely student exchange, internship/work practice, teaching assistant in the education unit, research, humanitarian project, entrepreneurship, independent study/project, and thematic field work. The Study Program of Public Administration has implemented two learning activities, namely student exchange and internship/work practice. Results of this research indicate that the implementation of MBKM Program impacts on some aspects, namely improvement of experiential learning to build hard and soft skills of students, fulfilment of learning achievement of graduate, and improvement of lecturer capacity. Moreover, this research identifies the presence of constraints on the implementation of MBKM Program in the cases of curriculum revision, redesign of academic information system, and fund problem for student.

28 citations


Journal ArticleDOI
TL;DR: In this paper , the authors focused on the under-investigated population of primary school children, and they used validated assessment tools for this age group were not available, and adapted a validated Computational Thinking (CT) test, which was initially designed for middle school students.
Abstract: There is increasing effort to integrate Computational Thinking (CT) curricula across all education levels. Therefore, research on CT assessment has lately progressed towards developing and validating reliable CT assessment tools, which are crucial for evaluating students' potential learning progress and thus the effectiveness of suggested curricular programs. Several CT assessment tools were developed for elementary, high-school, and university students over the last years. Moreover, associations between CT scores and other cognitive abilities were unraveled. However, studies on the topic in primary school level are scarce. Like the general concept of intelligence, CT remains broadly defined as the ability to combine algorithmic operations to form complex solutions in order to solve problems effectively, utilizing concepts of computer science with or without the use of computers. In this study, we aimed at specifying a cognitive definition of CT, focusing on the under-investigated population of primary school children. Since validated assessment tools for this age group were not available, we adapted a validated CT test, which was initially designed for middle school students. In our study participated 192 third and fourth graders. The analyses revealed promising results on the reliability of the adapted CT assessment for primary school students. Moreover, findings indicated CT's positive associations with i. complex numerical abilities, ii. verbal reasoning abilities, and iii. non-verbal visuospatial abilities. Our results indicate similarities but also differences in associations of CT with other cognitive abilities in primary school children compared to other age groups. In summary: i. numerical abilities seem to associate with CT at the primary school level, whereas this seems not the case later on in education, ii. verbal abilities seem to associate with CT both along primary and secondary education levels, and iii. non-verbal reasoning abilities seem to associate with CT from primary education level to the university level and beyond. These differences imply that several basic cognitive abilities support CT abilities and CT development differentially across ages.

25 citations


Journal ArticleDOI
TL;DR: A comprehensive survey for the KT literature covering a broad range of methods starting from the early attempts to the recent state-of-the-art methods using deep learning, while highlighting the theoretical aspects of models and the characteristics of benchmark datasets.
Abstract: Humans’ ability to transfer knowledge through teaching is one of the essential aspects for human intelligence. A human teacher can track the knowledge of students to customize the teaching on students’ needs. With the rise of online education platforms, there is a similar need for machines to track the knowledge of students and tailor their learning experience. This is known as the Knowledge Tracing (KT) problem in the literature. Effectively solving the KT problem would unlock the potential of computer-aided education applications such as intelligent tutoring systems, curriculum learning, and learning materials’ recommendation. Moreover, from a more general viewpoint, a student may represent any kind of intelligent agents including both human and artificial agents. Thus, the potential of KT can be extended to any machine teaching application scenarios which seek for customizing the learning experience for a student agent (i.e., a machine learning model). In this paper, we provide a comprehensive survey for the KT literature. We cover a broad range of methods starting from the early attempts to the recent state-of-the-art methods using deep learning, while highlighting the theoretical aspects of models and the characteristics of benchmark datasets. Besides these, we shed light on key modelling differences between closely related methods and summarize them in an easy-to-understand format. Finally, we discuss current research gaps in the KT literature and possible future research and application directions.

Journal ArticleDOI
TL;DR: In response to the pandemic, nursing schools halted on-site course delivery and redesigned programs to attenuate risks to students and faculty, while addressing the stress and loss experienced by faculty, staff, and students as mentioned in this paper .
Abstract: Nursing is the largest health profession, with nearly 4 million providers practicing across acute, primary, and public health care settings. In response to the pandemic, nursing schools halted on-site course delivery and redesigned programs to attenuate risks to students and faculty. Key challenges faced by schools included financial cutbacks, rapid increases in online learning technology, maintaining student academic progression, disruption to clinical learning opportunities, and meeting accreditation standards, while addressing the stress and loss experienced by faculty, staff, and students. Despite challenges, nursing organizations provided guidance for decision making, new learning resources, and faculty development opportunities. Schools of nursing leveraged their resources to redesign nursing curricula, strengthen partnerships for student clinical experiences, and address needs of the community. Nursing education will look different from its prepandemic profile in the future. Lessons learned during the pandemic point to gaps in nursing education, particularly related to disaster and public health preparedness, health equity, and technology. The American Association of Colleges of Nursing’s new Essentials—standards for professional nursing education—were finalized during the pandemic and reflect these lessons. The need for nurse scientists to conduct emergency response research was made evident. The importance of strong academic–practice partnerships was highlighted for rapid communication, flexibility, and responses to dynamic environments. For the future, nursing education and practice must collaborate to ensure that students and practicing nurses are prepared to address emergencies and pandemics, as well as the needs of vulnerable populations.

Journal ArticleDOI
Attila Körei1
TL;DR: In this paper , the authors evaluated the current state of point-of-care ultrasound (POCUS) integration in undergraduate medical education (UME) at MD-granting medical schools in the United States.
Abstract: The primary aim of this study was to evaluate the current state of point-of-care ultrasound (POCUS) integration in undergraduate medical education (UME) at MD-granting medical schools in the United States.In 2020, 154 clinical ultrasound directors and curricular deans at MD-granting medical schools were surveyed. The 25-question survey collected data about school characteristics, barriers to POCUS training implementation, and POCUS curriculum details. Descriptive analysis was conducted using frequency and percentage distributions.One hundred twenty-two (79%) of 154 schools responded to the survey, of which 36 were multicampus. Sixty-nine (57%) schools had an approved POCUS curriculum, with 10 (8%) offering a longitudinal 4-year curriculum. For a majority of schools, POCUS instruction was required during the first year (86%) and second year (68%). Forty-two (61%) schools were teaching fundamentals, diagnostic, and procedural ultrasound. One hundred fifteen (94%) schools identified barriers to implementing POCUS training in UME, which included lack of trained faculty (63%), lack of time in current curricula (54%), and lack of equipment (44%). Seven (6%) schools identified no barriers.Over half of the responding medical schools in the United States had integrated POCUS instruction into their UME curricula. Despite this, a very small portion had a longitudinal curriculum and multiple barriers existed for implementation, with the most common being lack of trained faculty. The data from this study can be used by schools planning to add or expand POCUS instruction within their current curricula.

Proceedings ArticleDOI
28 Apr 2022
TL;DR: A generic curriculum learning based optimization framework called CL-DRD that controls the difficulty level of training data produced by the re-ranking (teacher) model is proposed that iteratively optimizes the dense retrieval (student) model by increasing the difficulty of the knowledge distillation data made available to it.
Abstract: Recent work has shown that more effective dense retrieval models can be obtained by distilling ranking knowledge from an existing base re-ranking model. In this paper, we propose a generic curriculum learning based optimization framework called CL-DRD that controls the difficulty level of training data produced by the re-ranking (teacher) model. CL-DRD iteratively optimizes the dense retrieval (student) model by increasing the difficulty of the knowledge distillation data made available to it. In more detail, we initially provide the student model coarse-grained preference pairs between documents in the teacher's ranking, and progressively move towards finer-grained pairwise document ordering requirements. In our experiments, we apply a simple implementation of the CL-DRD framework to enhance two state-of-the-art dense retrieval models. Experiments on three public passage retrieval datasets demonstrate the effectiveness of our proposed framework.

Journal ArticleDOI
TL;DR: A systematic review of what is meant by gamification in this era of medical education and specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified.
Abstract: Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technology‐enhanced active learning and multimedia education tools into their curriculum. Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real‐world application. They may also help with promoting risk‐free healthcare decision‐making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages. This collection of hyperlinked resources may be utilized by medical students, practitioners, and instructors at all levels.

Journal ArticleDOI
TL;DR: In this paper , the authors investigate sustainable education and positive psychological interventions in schools towards achievement of sustainable happiness and well-being for 21st century pedagogy and curriculum, and recommend that happiness should be an aim of education and good education should contribute significantly towards personal and collective happiness.
Abstract: The aim of this paper is to investigate sustainable education and positive psychological interventions in schools towards achievement of sustainable happiness and well-being for 21st century pedagogy and curriculum. The growing awareness that sustainability, happiness, and well-being are intertwined takes the discussion of happiness and sustainability to newer levels. Even though scholars and governments are now grappling with questions about policies for sustainability, happiness, and well-being, the general public may not be aware of these connections and none of these topics are well integrated into formal education. Nevertheless, the necessity for transforming education to play a leading role in sustainable education has never been more imperative, and thus it has been taken up extensively in this paper. The concept of sustainable happiness offers an innovative perspective to reinvigorate sustainability education and shape priorities for 21st century learning: contributing to resilient, sustainable happiness and well-being for all. The education sector, however, is conservative and slow to adapt. The author recommends that happiness should be an aim of education, and a good education should contribute significantly towards personal and collective happiness. Broadening this recommendation to consider sustainable happiness and well-being for all is an overarching aim that could assist to reimagine the role of education in the 21st century and serve as the foundation for setting new priorities.

Journal ArticleDOI
TL;DR: In this article , the authors focus on science/STEM teachers' experiences with online teaching and learning in a Canadian context during the COVID-19 pandemic, and explore curriculum planning and implementation in online settings, assessment practices and their effectiveness, and student outcomes.
Abstract: Abstract The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engagement to online environments, thus impacting curriculum, pedagogy, and student outcomes across a variety of disciplines. In this paper, the authors focus on science/STEM teachers’ experiences with online teaching and learning in a Canadian context during the pandemic. Qualitative and quantitative data were collected through an online questionnaire administered to 75 Grade 1–12 science/STEM teachers in a Canadian province in May–July 2020. Through the TPACK framework and self-efficacy theory, the authors explore i) curriculum planning and implementation in online settings, ii) assessment practices and their effectiveness, and iii) student outcomes, as observed by the teachers. Results indicate that teachers used a variety of platforms, and choice of platform was mainly due to user-friendliness and interactivity, or administrative decision making. Despite teachers organizing online lessons during ERT, gaps were identified in teachers’ TPACK framework and self-efficacy, thus impacting their curriculum development, pedagogical approaches, and assessment practices. In general, teaching strategies included pre-recorded videos and self-directed learning in which teachers assigned specific tasks for students to perform independently. Teachers prioritized subject content and covering curriculum objectives over creative and student-centered pedagogical approaches. Assessment techniques employed were viewed by teachers as unauthentic and generally ineffective. Moreover, teachers reported difficulties addressing student needs and abilities, resulting in challenges providing equitable and inclusive online teaching. Finally, online teaching was viewed negatively by most teachers, in terms of student engagement and outcomes.

Journal ArticleDOI
TL;DR: In this paper , the authors explored the relationship between the processes, context, participant experiences and impacts of the COVID-19 volunteer program so that lessons can be learned for future emergencies and service-learning programs.
Abstract: As a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes.Using an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions.We received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience.Whilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students' training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

Proceedings ArticleDOI
06 Jul 2022
TL;DR: It is revealed that not all historical conversational turns are necessary for understanding the intent of the current query, and a novel Curriculum cOntrastive conTExt Denoising framework, COTED, is presented towards few-shot conversational dense retrieval.
Abstract: Conversational search is a crucial and promising branch in information retrieval. In this paper, we reveal that not all historical conversational turns are necessary for understanding the intent of the current query. The redundant noisy turns in the context largely hinder the improvement of search performance. However, enhancing the context denoising ability for conversational search is quite challenging due to data scarcity and the steep difficulty for simultaneously learning conversational query encoding and context denoising. To address these issues, in this paper, we present a novel Curriculum cOntrastive conTExt Denoising framework, COTED, towards few-shot conversational dense retrieval. Under a curriculum training order, we progressively endow the model with the capability of context denoising via contrastive learning between noised samples and denoised samples generated by a new conversation data augmentation strategy. Three curriculums tailored to conversational search are exploited in our framework. Extensive experiments on two few-shot conversational search datasets, i.e., CAsT-19 and CAsT-20, validate the effectiveness and superiority of our method compared with the state-of-the-art baselines.

Journal ArticleDOI
TL;DR: In this paper , the authors surveyed students studying healthcare-related courses at our university on how their lifestyles and behaviours, mental health and education had been affected by the COVID-19 pandemic.
Abstract: The COVID-19 pandemic has affected most industries, including health education. In this study, we surveyed students studying healthcare-related courses at our university on how their lifestyles and behaviours, mental health and education had been affected by the pandemic.Mixed methods cross-sectional study.Two hundred thirty-three students responded to the questionnaire. Lifestyle and behaviours: 51.5% of the participants changed their diet (n=120); 45.5% (n=106) exercised less; 66.5% (n=155) experienced a change in sleep; 51.1% (n=119) reported a change in appetite. Mental health: 84.2% (n=196) reported worrying too much about different things; 61.9% (n=144) could not stop or control worrying; 71.2% experienced trouble relaxing on several days or more (n=166). At least sometimes, 72.1% (n=168) felt unable to cope with things they had to do; 8.5% (n=20) never, or almost never, felt confident about handling personal problems. Education: 65.7% (n=153) struggled to complete learning outcomes with online delivery; 82% (n=191) worried about practical skills being affected; 60.5% (n=141) worried about the impact of COVID-19 on their future career. Almost half (48.9%, n=114) believed that online teaching should be part of the standard curriculum.In general, there was a negative impact on behaviours, lifestyle and mental health and virtual education was perceived as necessary in making up for the loss of face to face experiences. Students' mental health and educational needs have been affected by the current pandemic and healthcare educational facilities must respond to these needs to ensure students continue to receive the support they need.

Journal ArticleDOI
TL;DR: In this article , the authors conducted a scoping review of audio-only medical education podcast use in undergraduate, graduate, and continuing medical education and identified research gaps to guide future investigation.
Abstract: To improve understanding of podcast use in medical education by examining current research on descriptive attributes and educational outcomes, highlighting implications of the current evidence base for educational practices, and identifying research gaps to guide future investigation.The authors conducted a scoping review, searching PubMed and Embase databases in June-July 2020 for English-language studies of audio-only medical education podcast use in undergraduate, graduate, and continuing medical education. The authors excluded studies without original data or with nonphysician data that could not be separated from physician data. From included studies, the authors extracted data regarding descriptive outcomes (e.g., podcast use, content areas, structure) and educational outcomes (classified using Kirkpatrick's 4 levels of evaluation).Of 491 unique articles, 62 met inclusion criteria. Descriptive outcomes were reported in 44 studies. Analysis of these studies revealed podcast use has increased over time, podcasts are a top resource for resident education, and podcasts are being incorporated into formal medical curricula. Educational outcomes were reported in 38 studies. The 29 studies that assessed learner reaction and attitudes to podcasts (Kirkpatrick level 1) showed learners value podcasts for their portability, efficiency, and combined educational and entertainment value. The 10 studies that assessed knowledge retention (Kirkpatrick level 2) showed podcasts to be noninferior to traditional teaching methods. The 11 studies that assessed behavior change (Kirkpatrick level 3) showed improved documentation skills in medical students and self-reported practice change in residents and practicing physicians after listening to podcasts. None of the studies reported system change or patient outcomes (Kirkpatrick level 4).Future research should focus on the optimal structure of podcasts for learning, higher-level outcomes of podcasts, and the implementation of podcasts into formal curricula. Podcasts may prove to be essential tools for disseminating and implementing the most current, evidence-based practices.

Journal ArticleDOI
TL;DR: In this paper , the authors identify groups of socio-economic organizations willing to engage in co-creating knowledge with universities to adapt the academic curriculum to the dynamic requirements of the labor market, supporting entrepreneurship, whilst implementing SDG principles, and ensuring sustainable education.
Abstract: Objective: The university-business partnership plays a particularly important role in society, allowing a symbiosis between socio-economic stakeholders and the university. This symbiosis is based on co-creating and sharing knowledge, creating collaborative projects, valorizing research, implementing SD principles, and on good governance. The aim of this research is to identify groups of francophone socio-economic organizations willing to engage in co-creating knowledge with universities to adapt the academic curriculum to the dynamic requirements of the labor market, supporting entrepreneurship, whilst implementing SDG principles, and ensuring sustainable education. We base our approach on the two-step cluster analysis, data being collected via questionnaires among representatives of francophone organizations in an emerging market. This allows the identification of two clusters of francophone organizations according to the extent to which they contribute to strengthening their relationship with the university by co-creating knowledge, implementing SDG principles, and supporting sustainable education. Findings: The first cluster is represented by francophone organizations reluctant to co-create knowledge and innovate with universities. These organizations have a rather unclear long-term vision and are not actively involved in supporting SDG education or understanding the universities’ training needs. The second cluster is represented by francophone organizations willing to strengthen the relationship with universities and to co-create value, developing students’ entrepreneurial skills and cooperating on the adaptation of the academic curriculum to labor market requirements. Originality/Implications: The originality of this paper consists in conducting exhaustive research among francophone organizations in Romania, with significant practical and social implications for strengthening the strategic university-business environment partnership and identifying solutions to improve knowledge co-creation and sustainable education within a proper university governance.

Journal ArticleDOI
TL;DR: In this paper , the authors explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period and found that the transition from face-to-face lectures to the online system was difficult for them and they felt they were required to adjust without adequate consideration of the prerequisites for the process.

Journal ArticleDOI
TL;DR: In this article , the authors explored how a maker program integrated with real-world problems fostered four dimensions of students' creativity and three areas of student's entrepreneurship from the perspective of the 5E learning cycle.

Journal ArticleDOI
TL;DR: The literature indicated that the COVID-19 pandemic had a negative effect on medical student education worldwide, in both high- Income countries (HICs) and low- and middle-income countries (LMICs).
Abstract: ABSTRACT The COVID-19 pandemic has disrupted medical education worldwide. Universities were forced to rapidly adapt to the evolving situation and develop methods of delivering curricula and assessments online. The purpose of this scoping review was to assess the impact of COVID-19 on medical education and investigate how this effect varies in different income countries. The methodology adhered to PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. Key terms were searched in six electronic databases. Inclusion criteria included studies describing the effect of COVID-19 on undergraduate medical education in university and clinical settings, studies published post 1 December 2019 and studies published in English. A modified Johanna Briggs Institute data charting tool was used to extract data concerning study characteristics and outcomes. The initial search returned 298 articles. Following duplicate removal and article screening, 33 studies were included. The literature indicated that the pandemic had a negative effect on medical student education worldwide, in both high-income countries (HICs) and low- and middle-income countries (LMICs). A range of factors impacted students and educators, including new curriculum and assessment design, reduced patient contact, use of new technology and lack of infrastructure. However, LMICs encountered more arduous barriers such as lack of access to information technology infrastructure and support from national governments. COVID-19 has impeded medical education worldwide. Future research is needed to address barriers to providing medical education during a pandemic. LMICs need particular support as they have fewer resources and face greater challenges regarding this matter.

Journal ArticleDOI
TL;DR: In this paper , a systematic review of literature on the effect of entertainment video games on academic learning is presented, which reveals that entertainment games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science.
Abstract: Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

Journal ArticleDOI
TL;DR: In this article , the authors explored teachers' perspectives on what curriculum design, student-AI interaction, and learning environments are required to design SAC in learning and how SAC would evolve.
Abstract: Abstract Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.

Journal ArticleDOI
TL;DR: In this paper , the authors surveyed students studying healthcare-related courses at our university on how their lifestyles and behaviours, mental health and education had been affected by the COVID-19 pandemic.
Abstract: The COVID-19 pandemic has affected most industries, including health education. In this study, we surveyed students studying healthcare-related courses at our university on how their lifestyles and behaviours, mental health and education had been affected by the pandemic.Mixed methods cross-sectional study.Two hundred thirty-three students responded to the questionnaire. Lifestyle and behaviours: 51.5% of the participants changed their diet (n=120); 45.5% (n=106) exercised less; 66.5% (n=155) experienced a change in sleep; 51.1% (n=119) reported a change in appetite. Mental health: 84.2% (n=196) reported worrying too much about different things; 61.9% (n=144) could not stop or control worrying; 71.2% experienced trouble relaxing on several days or more (n=166). At least sometimes, 72.1% (n=168) felt unable to cope with things they had to do; 8.5% (n=20) never, or almost never, felt confident about handling personal problems. Education: 65.7% (n=153) struggled to complete learning outcomes with online delivery; 82% (n=191) worried about practical skills being affected; 60.5% (n=141) worried about the impact of COVID-19 on their future career. Almost half (48.9%, n=114) believed that online teaching should be part of the standard curriculum.In general, there was a negative impact on behaviours, lifestyle and mental health and virtual education was perceived as necessary in making up for the loss of face to face experiences. Students' mental health and educational needs have been affected by the current pandemic and healthcare educational facilities must respond to these needs to ensure students continue to receive the support they need.

Proceedings ArticleDOI
07 Apr 2022
TL;DR: The authors presented an overview of important published studies and games, as well as demonstrate how diverse games offer an exceptional and innovative prospect to educate a wealth of concepts and themes in AI and ML.
Abstract: As a novel framework in classroom teaching, digital games have gained traction. Anyone can play online games, that eventually ascribe potential for large-scale classroom instruction. Digital games have gained popularity in recent years as a way to encourage programming and computational thinking in pre-college (K-12) classrooms. Since the last decade, an ever-increasing number of learners have been drawn by the rapidly expanding areas of Machine Learning (ML) and Artificial Intelligence (AI). Regardless of the fact that blending of AI/ML and online/digital gaming is a significant and critical subject for classroom pedagogy, there is indeed a paucity of comprehensive literature review in this domain. The aim of this paper is to take cognizance of recent studies and new findings on games that may be used to enhance AI/ML integrated pedagogy for effective curriculum transaction. Relevant articles and games were identified after a thorough exploration and were then included in this qualitative content analysis. This paper presents an overview of important published studies and games, as well as demonstrate how diverse games offer an exceptional and innovative prospect to educate a wealth of concepts and themes in AI and ML.

Book ChapterDOI
08 Sep 2022
TL;DR: In this paper , the authors encourage the adoption of an expansive approach to the music curriculum, particularly in the ways that teachers can enrich students' experiences by juxtaposing music with closely related disciplines and illustrate how interdisciplinary instruction invites students' historical empathy, deepening students' understanding and affective connection to persons from the past through imaginative encounters and connections to their own life experiences.
Abstract: Abstract This chapter encourages the adoption of an expansive approach to the music curriculum, particularly in the ways that teachers can enrich students’ experiences by juxtaposing music with closely related disciplines. The central aim is to illustrate how interdisciplinary instruction invites students’ historical empathy, deepening students’ understanding and affective connection to persons from the past through imaginative encounters and connections to their own life experiences. In the context of African American history, three rich areas for curricular work are explored for elementary, middle, and high school general music settings: children’s biographies of musical figures, notably Ella Fitzgerald; explorations of the Great Migration through the blues, the poetry of Langston Hughes, and Jacob Lawrence’s paintings; and student-directed inquiry exploring the role of the arts in portraying the experiences of African American students involved in school desegregation efforts.