The aim of this paper is to describe the benefit and support of virtual tutorials, Wikipedia books and multimedia-based teaching in a course on Algorithms and Data Structures. We describe our work and experiences gain...
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ISBN:
(纸本)9780819499479
The aim of this paper is to describe the benefit and support of virtual tutorials, Wikipedia books and multimedia-based teaching in a course on Algorithms and Data Structures. We describe our work and experiences gained from using virtual tutorials held in Netucate iLinc sessions and the use of various multimedia and animation elements for the support of deeper understanding of the ordinary lectures held in the standard classroom on Algorithms and Data Structures for undergraduate computer sciences students. We will describe the benefits, form, style and contents of those virtual tutorials. Furthermore, we mention the advantage of Wikipedia books to support the blended learning process using modern mobile devices. Finally, we give some first statistical measures of improved student's scores after introducing this new form of teaching support.
BackgroundThe COVID-19 pandemic changed the way we work, spend, live, and learn. The impact was felt in the health sector where hospitals cancelled elective surgery, put on hold outpatient services, and implemented ne...
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BackgroundThe COVID-19 pandemic changed the way we work, spend, live, and learn. The impact was felt in the health sector where hospitals cancelled elective surgery, put on hold outpatient services, and implemented new social distancing procedures and telehealth systems, to enable hospitals to increase bed capacity. For medical students, these factors meant significant disruption to their clinical placements, remote delivery of their education, cessation of international and interstate placements, complicated by significant travel restrictions and border closures. There were concerns that final year students might be unable to graduate that year due to this lack of clinical *** a result of this disruption in late March 2020 we developed an innovative 6 week 'COVID-19 e-lective' rotation, consisting of online modules, virtual clinical tutorials and a COVID project totalling the equivalent of 200 h of *** evaluation was undertaken that found it to be remarkably successful in meeting the students' learning needs and alleviating concerns about disrupted placements. It was also conducted during 2021 for all Year 4 students to help expand clinical placement *** paper describes the e-lective, its innovations, its challenges, and its evaluation findings, for others to learn from.
During the 2005/6 academic year, we experimented with adapting the subject of Psychology of Instruction in the undergraduate Psychopoedagogy degree course to the European Higher Education Area (EHEA). This involved tr...
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ISBN:
(纸本)9789728865795
During the 2005/6 academic year, we experimented with adapting the subject of Psychology of Instruction in the undergraduate Psychopoedagogy degree course to the European Higher Education Area (EHEA). This involved transforming presencial tutorials into virtual tutorials. We here describe our experience and analyze the strengths and weaknesses that we encountered in using different tools of synchronous and asynchronous virtual communication to monitor the students' learning. The results showed a greater willingness of the students to become involved in the study of the material, a significant increase in their grades and in particular in the number of passing grades, and a change of attitude from one of total passivity to an optimal degree of activity, responsibility, and commitment.
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