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MUTTERSPRACHE 2024年第2期134卷 140-149页

作者： Plassmann, Sibylle Telc gGmbH Basler Str 7 D-61352 Bad Homburg Germany

In the course of increasing labour migration to Germany, the question of work-oriented language certificates is becoming more and more relevant. This article deals with the writing skills required in this context and in particular with the German Tests for Work (DTB) used in German vocational language courses. These are based on the catalogue of learning objectives for work-related German, which was developed in a first phase, and are particularly committed to the principles of test taker orientation and the intended positive washback. In practice, teachers' expectations which are shaped by educational language use are problematic because they do not support linguistic preparation for working life. The careful development and implementation of work-related learning objectives used for textbooks, teacher qualification and test design, as well as the variety of task types in the examination counteract such factors.

关键词： German language learning writing skills work-orientated course assessment learning objective

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Development of a national competency-based learning objective catalogue for undergraduate medical education in Germany

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NUKLEARMEDIZIN-NUCLEAR MEDICINE 2018年第4期57卷 137-145页

作者： Marienhagen, Joerg Brenner, Winfried Buck, Andreas Franzius, Christiane Freudenberg, Lutz S. Gotthardt, Martin Lindner, Oliver Mottaghy, Felix M. Hellwig, Dirk Univ Klinikum Regensburg Abt Nukl Med Franz Josef Strauss Allee 11 D-93053 Regensburg Germany Charite Univ Med Berlin Klin Nukl Med Berlin Germany Univ Wurzburg Klin & Poliklin Nukl Med Wurzburg Germany Zentrum Moderne Diagnost Bremen Germany ZRN Rheinland Grevenbroich Germany Radboud Univ Nijmegen Expt Nucl Geneeskunde Nijmegen Netherlands Herz Diabet Zentrum NRW Inst Radiol Nukl Med & Mol Bildgebung Bad Oeynhausen Germany Rhein Westfal TH Aachen Klin Nukl Med Aachen Germany

Aims: Implementation of the guidelines on the Competency-based learning objective Catalogue for Undergraduate Medical Education for a Nuclear Medicine curriculum on behalf of the committee on professional training and continuing education of the German Association of Nuclear Medicine (DGN) Methods: In 7 domains 100 learning objectives (LOs) were subject to a prioritization in 3 categories (A, B and C) by means of a questionnaire as part of a Delphi method, in collaboration with all members of the DGN holding a "venia legendi" as experts. Category A defined the essential LOs for each medical practitioner. The prioritization was made by ranking the frequency of the A-classifications. In the 2nd step of the Delphi method, a list of LOs with the ranking positions 1-5 in each domain was presented to the first round's experts as a core curriculum, asking either for acceptance or modifications. Results: The results of the 1st step of the Delphi method deliver a return rate of 29% of the questionnaires (55 out of 184). The 2nd round shows a return rate of 30.9% (57 out of 184) and full approval of the proposed LOs in all LO domains by in median 72 % of the experts consulted (61%-81%). The present final version contains 37 competency-based LOs in the LO domains legal basis and radiation protection", "basic science", indications and contra-indications for "PET/CT", "scintigraphy and SPECT", "patient preparation", "image interpretation" as well as "therapy". Conclusion: The Competency-based learning objective Catalogue for Nuclear Medicine describes the knowledge and competencies, every physician should have at the end of his medical studies. The LO catalogue is a living document, which needs to be adapted continuously to the progress of the medical and technological development.

关键词： National competency-based learning objective catalogue for undergraduate medical education Delphi-method curriculum learning objective competency-based nuclear medicine

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Integrating Categories of Algorithm learning objective into Algorithm Visualization Design: a Proposal

Integrating Categories of Algorithm Learning Objective into ...

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15th Innovation and Technology in Computer Science Education Conference

作者： Lee, Ming-Han Roessling, Guido Tech Univ Darmstadt Dept Comp Sci D-64289 Darmstadt Germany

ISBN: (纸本)9781605588209

Algorithm Visualization (AV) can be analyzed and evaluated through three properties: the symbol system, the interactivity, and the didactic structure. While the relationship between various symbol systems have been researched and efforts to increase learner and AV interaction are being made, the importance and potential of the didactic structure of AV is yet to be explored. In view of this deficiency, this paper proposes Categories of Algorithm learning objective (CALO) as a pedagogical framework for designing and structuring AV. Based on seven non-hierarchical learning objectives commonly found in CS education, CALO provides a conceptual framework for a more learner-centered design, as well as a shared language for educators, learners and designers for communication and evaluation.

关键词： Algorithm Visualization Computer Science Education learning objective CALO AV Design

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A learning objective Controllable Sphere-Based Method for Balanced and Imbalanced Data Classification

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IEEE ACCESS 2021年 9卷 158010-158026页

作者： Park, Yeontark Lee, Jong-Seok Sungkyunkwan Univ Dept Ind Engn Suwon 16419 South Korea

Imbalanced data classification is one of the most important tasks in the field of machine learning because abnormality, which is usually of our interest, appears less frequently than normality in real-world systems. learning classifiers from imbalanced data can be troublesome due to no absolute standard as to how much imbalance can be said to be imbalanced or balanced. To address this issue, this research proposes a new sphere-based classification method named LOCS (learning objective controllable sphere-based classifier), which is designed to maximize AUC (area under ROC curve). The AUC learning objective was adopted from the fact that it approximates the accuracy as class distribution becomes balanced. Therefore, the proposed method properly performs a classification task for both imbalanced and balanced data. It constructs a classification model by a single training, whereas existing cost-sensitive learning and resampling methods usually attempt different parameter settings. In addition, the learning objective can be easily modified within LOCS for each of application domains by setting different importance levels for positive and negative classes, respectively. Numerical experiments based on 25 real datasets with several investigational settings showed the effectiveness and the intended strengths of the proposed method.

关键词： Prototypes Costs Training Performance evaluation Machine learning Task analysis Support vector machines Classification class imbalance sphere covering learning objective area under ROC curve

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The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students

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ADVANCES IN PHYSIOLOGY EDUCATION 2021年第2期45卷 369-375页

作者： Thanprasertsuk, Sekh Jumrustanasan, Tanoo Somboonkusolsil, Laksanaree Khwanjaipanich, Sirawit Sukkee, Jirawin Watanatada, Pasakorn Qureshi, Shaun Peter Bongsebandhu-phubhakdi, Saknan Chulalongkorn Univ Fac Med Dept Physiol Bangkok Thailand Chulalongkorn Univ Chulalongkorn Cognit Clin & Computat Neurosci Spe Bangkok Thailand Bhumibol Adulyadej Hosp Bangkok Thailand Chonburi Hosp Chon Buri Thailand Univ Edinburgh Edinburgh Med Sch Edinburgh Midlothian Scotland

Traditionally teachers display the learning outline at the beginning and conclusions at the end of didactic teaching sessions, and students may find it difficult to understand how teaching activities relate to learning objectives and what they should study for assessments. We introduced the "concept-sharing approach" in our neurophysiology course. This approach explicates how the content relates with learning objectives throughout the entirety of each teaching session to help the students assimilate the learning material and direct their learning in an objective-orientated way. In this study, we aimed to examine satisfaction of the concept-sharing approach in medical students and to investigate the relationship between student perception of this teaching strategy and academic performance. The results demonstrated that most participants (74.1%) had a positive impression of this teaching strategy at the end of the course, which was significantly >50.7% at the beginning of the course (P < 0.001). The participants who agreed the concept-sharing approach was useful had significantly higher final assessment (P = 0.014) and end-of-course formative assessment scores (P = 0.001). The findings indicate that after experiencing this new teaching approach, medical students appreciate its utility and that students who engage with this approach are more likely to perform well in assessments. In summary, the concept-sharing approach is a simple teaching strategy which was favored by students and may promote academic performance.

关键词： academic performance concept-sharing approach learning objective learning outline

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Differentiation in General Music

Journal of General Music Education

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Journal of General Music Education 2025年第2期38卷 36-40页

作者： Hatch, Emily Daegu Elementary School DODEA Arlington VA United States

Differentiation means creating different pathways through content to show mastery. learning can be differentiated by process, product, and content. This article will define characteristics of differentiation and explore how general music teachers can be intentional about planning differentiated tasks and activities for each Artistic Process from the National Arts Standards. © National Association for Music Education 2024.

关键词： composition < creativity differentiation elementary general music < music education learning objective perform

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Translation of learning objectives in medical education using high-and low-fidelity simulation: Learners' perspectives

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JOURNAL OF TAIBAH UNIVERSITY MEDICAL SCIENCES 2019年第6期14卷 481-487页

作者： Naylor, Katarzyna A. Torres, Kamil C. Med Univ Lublin Dept Didact & Med Simulat Chodzki 4 PL-20093 Lublin Poland

objectives: The mastering of learnt procedures by medical students is triggered by numerous elements, including the ability to understand educational goals for specific tasks. In this study, the authors investigated the processes for identifying learning objectives set forth by medical students and the possibility of the chosen simulation fidelity influencing this ability in Basic Clinical Skills and Elderly Medicine courses at the Medical University of Lublin. Methods: A total of 121 medical students assessed the extent to which learning objectives were implemented in two courses with high- and low-fidelity simulation. Using an online survey with closed-ended questions, a list of learning objectives assigned to the courses was sent to participants. The authors evaluated how the courses were generally assessed in terms of their substantive value and general applicability. The Spearman rank correlation (Spearman's rho), chi(2), and descriptive statistics were used for investigating research problems. Results: Students correctly identified established learning objectives embedded in the courses and positively assessed both courses. Participants' affirmative opinions were related to the high substantive value of both courses. Conclusions: Teachers and course creators could benefit from students' feedback about the clarity of learning objectives. The application of some of their ideas would promote a student-centred approach in medical simulation. This approach could be considered input for task selection and optimisation of learning.

关键词： High-fidelity simulation learning objective Low-fidelity simulation Medical education Undergraduate medical students

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A Field Application to Vet a Serious Game toward learning objectives 48

A Field Application to Vet a Serious Game toward Learning Ob...

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48th Annual Hawaii International Conference on System Sciences (HICSS)

作者： Boughzala, Imed Inst Mines Telecom Telecom Ecole Management F-91011 Evry France

ISBN: (纸本)9781479973675

The selection of the most suitable SG with regard to a given learning objective seems to be less well addressed in the literature. This paper reports on the application a new Characterizing and Assessing Serious Games Grid (CASGG) in the higher education field with 41 graduate students to assess their learning performance according to one leaning objective using a specific SG. The tested SG was StarBank the Game and the learning goal was to understand the principal mechanisms of banking. The findings revealed that there is no difference in terms of learning performance between students who have used the SG and those who have only followed the theoretical course. With reference to learning satisfaction, the first category of students expressed much more enthusiasm and motivation for learning. Using the SG was for them more enjoyable and engaging. The game play succeeded in capturing their attention, challenging their curiosity and enhancing their interest in the theoretical knowledge.

关键词： Serious game assessment grid design science effectiveness higher education learning objective learning outcomes performance satisfaction

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Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools

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BMC Medical Education 2007年第1期7卷 1-12页

作者： Hoat, Luu Ngoc Dung, Do Van Wright, E. Pamela Biostatistics and Medical Informatics Department Faculty of Public Health Hanoi Medical University Dong Da Hanoi Viet Nam Biostatistics and Medical Informatics Department Faculty of Public Health Ho Chi Minh City Medical and Pharmaceutical University Ho Chi Minh City Viet Nam Medical Committee Netherlands - Vietnam Dong Da Hanoi Viet Nam

Background. As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. Methods. Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data. Results. In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors.. Conclusion. Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students. © 2007 Ho

关键词： Focus Group Discussion learning objective Skill Level Data Collection Form Data Collection Tool

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Mapping Assessment in Anthropology: Using Team-Based Qualitative Methodology to Create learning objectives and Evaluate Outcomes

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ANNALS OF ANTHROPOLOGICAL PRACTICE 2019年第2期43卷 53-71页

作者： Ricke, Audrey Indiana Univ Purdue Univ Indianapolis IN 46202 USA

Anthropology departments are increasingly faced with the challenge of developing assessment strategies to document and assess student learning as it relates to university- and state-level learning objectives. This article draws on the work in applied anthropology as it relates to assessment and team-based qualitative data analysis to develop and test a model for mapping assessment in higher education. It introduces a model for aligning course learning objectives with departmental, university, and state-level goals and assessing student performance across multiple sections of an introductory anthropology course that contains different assignments, ethnographies, and exams. Based on case study data, this research shows how qualitative methods developed for team-based research can be applied to sustain instructor creativity in the area of pedagogy while coordinating assessment.

关键词： assessment higher education undergraduate education methods learning objective

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