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Conceptualizing a pedagogical model for immersive virtual reality safety training: pedagogical practices in trainer interviews

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2025年 1-23页

作者： Lehikko, Anu Nykanen, Mikko Ruokamo, Heli Univ Lapland POB 122 Rovaniemi 96101 Finland Tyoterveyslaitos Finnish Inst Occupat Hlth POB 40 Helsinki 00032 Finland

The potential of immersive virtual reality (IVR) to deliver engaging occupational safety training has been established by previous research;however, to date, there have not been any pedagogical models to guide its implementation. This study's objective was to conceptualize a pedagogical model for IVR safety training by combining a multidisciplinary theoretical framework with safety trainers' contextual and pedagogical expertise. The research questions were (1) what kind of pedagogical practices do trainers apply in safety training, and (2) how do the trainers' pedagogical practices inform the sociocultural contextualization of the pedagogical model for IVR safety training? Eighteen safety trainers were interviewed across two work organizations. An inductive approach was used in the interview data analysis. Three main categories of pedagogical practices were identified: (1) matching pedagogy to training goals, (2) guiding social interaction in training situations, and (3) utilizing organizational resources for training development. The findings extended our understanding of the sociocultural training context and provided insight into the pedagogical practices used in safety training. Based on the findings, pre- and post-training activities were added to the pedagogical model, and the descriptions of trainers' actions during the facilitated introduction and debriefing phases were modified to support the training's relevance to the learners, trainers, and organizations. This study illustrates a pragmatic approach to developing safety training in the context of advanced learning technology in design-based research. The pedagogical model will be applicable by training and education providers in IVR safety training across industries and in practice-based learning.

关键词： Immersive virtual reality Safety training pedagogical model pedagogical practices Qualitative methods

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Scratch on Road pedagogical model: study of learning perception

Scratch on Road Pedagogical Model: study of learning percept...

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International Symposium on Computers in Education (SIIE)

作者： Bigotte de Almeida, Maria Emilia Assuncao Teixeira, Ana Rita Almeida, Ricardo Coimbra Polytech ISEC Coimbra Portugal Aveiro Univ IEETA Coimbra Polytech ESEC Coimbra Portugal CASPAE Coimbra Portugal

ISBN: (纸本)9781728131825

This paper presents Scratch on Road pedagogical model, that is been used in several 4th grade classes. This model foresees the participation of both the community and higher education institutions, with active roles in classes and consequently in students' projects - stories, animations or games. This pedagogical model has an investigation component aiming to comprehend students' perceptions relating their own learnings. The study, conducted in three classes, reveals that students don't have a clearly perception relating their learnings, with focus on specific Scratch contents.

关键词： Scratch pedagogical model Learning Perceptions

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Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

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OPEN LEARNING 2017年第1期32卷 6-20页

作者： Bidarra, Jose Rusman, Ellen Univ Aberta Dept Sci & Technol Lisbon Portugal Open Univ Welten Inst Heerlen Netherlands

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities model (SLAM). The development of this design framework started as a response to complex changes in society and education (e. g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to 'real-world' situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today's flexible, interactive and immersive technologies (e. g. mobile, augmented reality, virtual reality).

关键词： pedagogical model blended learning mobile learning gamification digital storytelling formal and informal learning

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Learning by Design in a Digital World: Students' Attitudes towards a New pedagogical model for Online Academic Learning

Learning by Design in a Digital World: Students' Attitudes t...

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Symposium on Human Interface held at the HCI International 2009

作者： Precel, Karen Eshet-Alkalai, Yoram Alberton, Yael Open Univ Israel Raanana Israel

ISBN: (纸本)9783642025587

Despite the fact that the blended learning model is considered today the preferred model for online course design, there is still ambiguity regarding its implementation in educational systems and regarding the optimal proportions between online learning and F2F meetings in various learning scenarios. The present research examined students' perceptions of pedagogical and design issues of a fully-online course at the Open University of Israel, which offers a new model for blended online learning. Fifty-eight of the course's students completed a questionnaire regarding three major aspects of the course's design: (1) pedagogy, (2) textbook format (print vs. digital) and (3) usability issues in designing the course's learning environment. Results illustrate the importance of a particular in-advance pedagogical and visual design of online learning and the potential of the course's model in creating meaningful learning, which takes into account the state-of-the-art knowledge on the major pedagogical considerations in online learning.

关键词： online learning blended-learning model usability pedagogical model

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Integrating sustainability in higher planning education through international cooperation Assessment of a pedagogical model and learning outcomes from the students' perspective

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INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION 2020年第1期21卷 1-17页

作者： Fokdal, Josefine Colic, Ratka Milovanovic Rodic, Danijela Univ Stuttgart Dept Int Urbanism Stuttgart Germany Univ Belgrade Fac Architecture Dept Urbanism Belgrade Serbia

Purpose This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master's programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart). Design/methodology/approach In this paper, students' assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students' perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes;help identify limitations and target specific areas for improvement in the pedagogical model;and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE. Findings The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become "change agents" for societal transformation toward a more sustainable future within their respective contexts. Originality/value The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs;showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts;and shows long-term learning outcomes after the students move into work practice.

关键词： Learning outcomes Education for sustainable development Higher planning education pedagogical model Students' perspective

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A new pedagogical model for adventure in the curriculum: part two - outlining the model

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PHYSICAL EDUCATION AND SPORT PEDAGOGY 2016年第6期21卷 589-602页

作者： Williams, Andy Wainwright, Nalda Univ Wales Trinity St David Sch Sport Hlth & Outdoor Educ Carmarthen Dyfed Wales

Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the ***: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils' readiness for learning, teacher expertise and knowledge, and assessment and future model ***: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers' expertise in reviewing and developing assessment tools that measure pupils' affective learning.

关键词： pedagogical model outdoor adventure education experiential learning managed risk challenge by choice

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Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic

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EUROPEAN PHYSICAL EDUCATION REVIEW 2023年第1期29卷 107-124页

作者： Mendez-Gimenez, Antonio Carriedo, Alejandro Fernandez-Rio, Javier Cecchini, Jose-Antonio Univ Oviedo Oviedo Spain

The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The Self-made Material Questionnaire ( Mendez-Gimenez and Fernandez-Rio, 2011) comprising two scales (41 items) was adapted: Teachers' beliefs about the use of self-made material scale and Teachers' perceptions of the impact of self-made material usage during the pandemic scale. In total, 1093 in-service teachers (443 women, 40.5%;M = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's T test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.

关键词： Sustainable development recycling constructionism physical education pandemic COVID-19 pedagogical model

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Learner-Adaptive pedagogical model in SIAL, an Open-Ended Intelligent Tutoring System for First Order Logic 17th

Learner-Adaptive Pedagogical Model in SIAL, an Open-Ended In...

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17th International Conference on Artificial Intelligence in Education (AIED)

作者： Maestro-Prieto, Jose A. Simon-Hurtado, Arancha Univ Valladolid Dept Informat Escuela Tecn Super Ingn Informat E-47011 Valladolid Spain

ISBN: (纸本)9783319197739;9783319197722

SIAL is an Intelligent Tutoring System (ITS) for learning Computational Logic. It teaches classical refutation by resolution concepts using Robinson's Binary Resolution Rule. Furthermore, SIAL can be considered a model-Based System, as its Domain model is an Automated Theorem Prover (ATP) for First Order Logic (FOL). This allows SIAL to accept several solutions to the proposed exercise, all of which are correct, providing a kind of open-ended feature to the ITS. The Domain model is in charge of carrying out the error diagnosis, identifying, in many cases, the misunderstandings. The focus of this paper is to describe the pedagogical model of SIAL that takes advantage of the error diagnosis capabilities of the Domain model to offer a learner-adaptive tutorial action, according to the user cognitive profile.

关键词： Intelligent tutoring system pedagogical model Student model First order logic Artificial intelligence

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A pedagogical model for Increasing Race-Related Multicultural Counseling Competency ψ

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COUNSELING PSYCHOLOGIST 2010年第5期38卷 691-713页

作者： Buckley, Tamara R. Foldy, Erica Gabrielle CUNY Hunter Coll Sch Educ New York NY 11065 USA NYU Wagner Grad Sch Publ Serv New York NY 10003 USA

With the increasing need for multicultural competence, questions have emerged about the appropriate classroom strategies to cultivate growth in this area. These questions have been further complicated by a growing focus on self-awareness, which has increased the affective demands of and student resistance to the material. This article proposes a pedagogical model to enhance what the authors call race-related multicultural counseling competency, which focuses on race, racism, and racial identity development. The fundamental premise is that two types of safety, psychological safety and identity safety, must be present. The authors further argue that safety requires attention to both course content and teaching processes as well as an incremental learning approach that emphasizes race-related competence as a lifelong developmental process.

关键词： race multicultural training counseling pedagogical model

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Balancing prescription with teacher and pupil agency: spaces for manoeuvre within a pedagogical model for working with adolescent girls

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CURRICULUM JOURNAL 2018年第2期29卷 219-237页

作者： Kirk, D. Lamb, C. A. Oliver, K. L. Ewing-Day, R. Fleming, C. Loch, A. Smedley, V. Univ Strathclyde Sch Educ Glasgow Lanark Scotland Univ Queensland Human Movement Studies Brisbane Qld Australia New Mexico State Univ Human Performance Dance & Recreat Las Cruces NM 88003 USA Glasgow City Council Educ Glasgow Lanark Scotland

This paper explores the possibilities of using a pedagogical model for working with adolescent girls in physical education as a means of balancing the challenge of external prescription from outside the school with teacher and pupil agency. We report data from a study involving four schools in Glasgow. We note that the national curriculum for Scotland, Curriculum for Excellence, is a broad and bold type that provides teachers with 'spaces for manoeuvre' in order to shape local curricula that best meet the needs and interests of girls. This is particularly the case in physical education, which in the Basic General Education phase for 12-15 years olds there is no well-established assessment regime. We identify four spaces for manoeuvre for teachers and pupils within an activist model: new forms of communication based on authorising pupil voice;offering choices and opening up learning possibilities;the co-construction of a safe class environment;opportunities to rethink traditional structures based on the multi-activity curriculum form. We conclude that an activist pedagogical model provided teachers and pupils with spaces to explore alternative practices to traditional forms of physical education.

关键词： Teacher and pupil agency curriculum making pedagogical model girls and physical education spaces for manoeuvre

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