Advancing transformations towards sustainability calls for change agents equipped with a new set of competencies. Such sustainability competencies have been articulated with multiplicity and ...ambiguity, which is counterproductive to joint and accelerated progress. A unified framework of sustainability learning objectives would provide guidance to students, educators, and administrators of sustainability programs. To this end, we carried out a systematic review of the relevant literature. After scanning thousands of publications, we identified over 270 peer-reviewed articles of highest relevance, spanning two decades. Despite appearance otherwise, we found that there is a high level of agreement among scholars over the sustainability competencies that students should be trained in. Expanding on the five key competencies, namely, systems-thinking, anticipatory, normative, strategic, and interpersonal competence, that have gained widespread use, this article synthesizes the new suggestions made over the past decade into a unified framework. It centers on 8 key competencies in sustainability (the 5 established and 3 emerging—intrapersonal, implementation, and integration competence), which are complemented by separate disciplinary, general, and other professional competencies. This comprehensive framework of key competencies in sustainability is applicable across disciplines and can guide faculty, students, and practitioners in their joint efforts to advance transformations towards sustainability.
The article discusses the need to implement various aspects of mediation, a concept included in CEFR 2003 and updated in the form of new illustrative descriptors in the 2018 CEFR Companion Volume, ...into English Philology program with reference to students’ needs, the role of mediation in the process of both traditional and online communication. The bottom-up perspective on the selection of mediation descriptors adopted by the author in the project published in the CEFR Companion Volume, Examples from Practice (2022) inspired further changes in the English Studies program. The article presents a model of implementing the mediation-oriented strategies and activities into the syllabi of Practical English, specialization courses, seminars, etc. and discusses their advantages as well as challenges.
Bloom의 교육목표 분류에 기반한 치위생학 학습목표 분석 기지윤; Ji-yun Ki; 장종화 ...
Han'guk Ch'iwisaeng Hakhoe chi,
04/2021, Letnik:
21, Številka:
2
Journal Article
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Objectives: We evaluated the learning objectives of dental hygiene courses based on Bloom’s learning objectives, and analyze the degree of match with the dental hygienist’s job for each detailed ...subject. Methods: The 5th edition of ‘Dental hygiene and learning objectives’ was analyzed by subject based on Bloom’s cognitive domain classification from March 10 to April. In addition, the degree of match between the contents of the secondary job analysis of the dental hygienist and the learning objectives for each detailed subject were analyzed. Results: The total number of dental hygiene learning objectives was 2,975 (2,762 theory, 52 practice). Among the cognitive domains, the comprehension domain was the most common (79.8%), and the skill domain was very low (4.9%). In the job for each detailed subject of dental hygiene, the most frequently performed was ‘dental prophylaxis and practice’ with 103 subjects. Conclusions: Overall, dental hygiene learning objectives are mostly theory-oriented, so it is necessary to expand and improve in the direction related to the jobs that clinical dental hygienists perform in the field. In addition, it is necessary to continuously develop timely learning goals, and prepare active strategies for developing high-quality items.
This research examines whether different disciplinary backgrounds influence the development of design students’ visual literacy. A compulsory first-year course in Chinese design degree programmes was ...selected for this research, as such a course is designed to develop students’ spatial literacy and visual expression during the discovery design process phase and to facilitate the development of students’ cognitive skills in defining and solving problems. An analysis of 16 students’ assignments from eight universities indicates that students’ disciplinary backgrounds play an important role in the development of their cognition performance related to visual literacy. The results indicate that the disciplinary subject background (i.e. arts or engineering) is an important factor affecting the development of students’ design literacy, specifically their spatial visual cognitive and problem-solving skills.
This research examines whether different disciplinary backgrounds influence the development of design students’ visual literacy. A compulsory first-year course in Chinese design degree programmes was ...selected for this research, as such a course is designed to develop students’ spatial literacy and visual expression during the discovery design process phase and to facilitate the development of students’ cognitive skills in defining and solving problems. An analysis of 16 students’ assignments from eight universities indicates that students’ disciplinary backgrounds play an important role in the development of their cognition performance related to visual literacy. The results indicate that the disciplinary subject background (i.e. arts or engineering) is an important factor affecting the development of students’ design literacy, specifically their spatial visual cognitive and problem-solving skills.
Communicative Visualizations as a Learning Problem Adar, Eytan; Lee, Elsie
IEEE transactions on visualization and computer graphics,
2021-Feb., 2021-Feb, 2021-2-00, 20210201, Letnik:
27, Številka:
2
Journal Article
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Significant research has provided robust task and evaluation languages for the analysis of exploratory visualizations. Unfortunately, these taxonomies fail when applied to communicative ...visualizations. Instead, designers often resort to evaluating communicative visualizations from the cognitive efficiency perspective: "can the recipient accurately decode my message/insight?" However, designers are unlikely to be satisfied if the message went `in one ear and out the other.' The consequence of this inconsistency is that it is difficult to design or select between competing options in a principled way. The problem we address is the fundamental mismatch between how designers want to describe their intent, and the language they have. We argue that visualization designers can address this limitation through a learning lens: that the recipient is a student and the designer a teacher. By using learning objectives, designers can better define, assess, and compare communicative visualizations. We illustrate how the learning-based approach provides a framework for understanding a wide array of communicative goals. To understand how the framework can be applied (and its limitations), we surveyed and interviewed members of the Data Visualization Society using their own visualizations as a probe. Through this study we identified the broad range of objectives in communicative visualizations and the prevalence of certain objective types.
The effectiveness of antiplatelet therapy as primary prophylaxis for thrombosis in low-risk essential thrombocythemia (ET) is not proven. In this study, the incidence rates of arterial and venous ...thrombosis were retrospectively analyzed in 300 low-risk patients with ET treated with antiplatelet drugs as monotherapy (n = 198) or followed with careful observation (n = 102). Follow-up was 802 and 848 person-years for antiplatelet therapy and observation, respectively. Rates of thrombotic events were 21.2 and 17.7 per 1000 person-years for antiplatelet therapy and observation, respectively (P = .6). JAK2 V617F–positive patients not receiving antiplatelet medication showed an increased risk of venous thrombosis (incidence rate ratio IRR: 4.0; 95% CI: 1.2-12.9; P = .02). Patients with cardiovascular risk factors had increased rates of arterial thrombosis while on observation (IRR: 2.5; 95% CI: 1.02-6.1; P = .047). An increased risk of major bleeding was observed in patients with platelet count greater than 1000 × 109/L under antiplatelet therapy (IRR: 5.4; 95% CI: 1.7-17.2; P = .004). In conclusion, antiplatelet therapy reduces the incidence of venous thrombosis in patients with JAK2-positive ET and the rate of arterial thrombosis in patients with associated cardiovascular risk factors. In the remaining low-risk patients, this therapy is not effective as primary prophylaxis of thrombosis, and observation may be an adequate option.
As a characteristic of Islam, the Arabic language curriculum has been taught in Islamic-based early childhood education units. This research is important because Arabic has become an international ...language used as a tool of international communication. Hence, skills and abilities in speaking Arabic properly are competencies that students at all levels of education must possess. This research aims to find, identify, and explain the objectives of learning Arabic in Islamic-based early childhood education units. The research was conducted using a qualitative-descriptive-and textual model, namely research using a database of textual documents that were studied and presented descriptively from a scientific point of view of learning objectives, early childhood, and early childhood education units. The research results in areFirst, The instrumental objective of Arabic is taught so that early childhood can use Arabic to understand, get used to, and practice the teachings, worship, and prayers found in the Al-Qur'an and Al-Hadith. Second, for Integrative-communicative purposes, Arabic is taught so that children can have communication skills in Arabic. Third, pedagogical goals include Arabic in learning activities to master Arabic knowledge, skills, and values in early childhood.
This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both ...quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.
Well-designed online courses enhance learning experiences and allow effective development of learners' skills and knowledge. A critical factor contributing to the design of online courses in the ...higher education settings are well-defined learning objectives that align with course assessments and learning activities. While there are several introspective instruments to evaluate course designs, with the broader adoption of educational technologies and digital tools, there is a wealth of data that offers insights on the alignment of learning objectives to assessments. Such data has paved the way for evidence-based methods of investigating course effectiveness within higher education. This study outlines a methodology for designing and evaluating the alignment between course learning objectives and assessment activities at scale, utilising a combination of learning analytics and measurement theory approaches, more specificially exploratory multi-dimensional item response theory (MIRT) models. We demonstrate the proposed methodology within a professional development MOOC on leadership skills development, where we evaluate the alignemnt between course objectives and reflective writing assessments activities. Our results suggested that the alignment of the existing course objectives to assessment activities can be improved, showing the practical value of the proposed approach. The theoretical and practical implications of this research are further illustrated.
•The alignment of course objectives with assessments is a critical element of online course design in higher education.•The design of course objectives and their alignment with assessment should combine theory and data-driven approaches.•The assessment data did not support the original alignment developed by the instructors and course designers.•The findings from this study demonstrate the importance of aligning assessments with the stated course objectives.
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