Documents found
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2751.More information
Objective – The main objective was to create an information commons (IC) model for the existing library with minimum structural changes to achieve maximum benefit. The subdivisions of the main objective were: to find out students' expectations and perceptions of an ideal learning environment; to find out the factors which influence the satisfaction level of the students for the library; to find out how satisfied are students from the existing library; and to find out the current library usage pattern of the students. Methods – Based on the available literature on the topic, an online questionnaire survey was constructed with Google Forms and sent to current cohorts studying at the institute through e-mail, along with the study's rationale and a request for participation. We contacted 294 students, of which 199 responded. The data were analyzed and presented using Microsoft Excel. Results – The findings of the study showed the keen interest of the students in library resources and services. It also showed that the students were not fully satisfied with the current library space and working hours. They wanted enhanced quiet areas and collaborative spaces where information experts help them use the current technology to improve their learning experience. Based on the gathered data analysis, an IC model for redesigning the existing library has been recommended. Conclusion – The present study was the first step in research on ICs in the Indian context. This pilot study captured the perception and expectations of all levels of students: postgraduate, working executives, and senior-level executives. Most of the suggestions have been incorporated into the plan. With very few construction changes and new furniture, this model can be easily implemented in a small academic library without discarding the old furniture.
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2752.More information
The COVID-19 pandemic caused many post-secondary institutions to close abruptly in early 2020, and instructors were expected to transition to remote online instruction with little notice. For many instructors, hastily recorded lecture-capture videos alongside digital slides became the default mode of sharing instructional content. This sudden shift to video-based instruction was a significant challenge but also presented an opportunity to develop some instructional videos as open educational resources (OER). This paper outlines two case studies from the University of Saskatchewan in which a mix of OER and class-specific, closed-content videos were designed and integrated into remote learning environments. In designing these videos, we focused on technical design elements and accessibility, ability to reuse and share, and student engagement. Both cases, one in veterinary microbiology and the other in music research methods, followed similar strategies for creating multiple types of video content for the course, focusing on four distinct types (labs and demonstrations, guest interviews, lectures, and course information). Choosing to develop and share some of this video content as OER allowed us to expand the use of these learning objects beyond the online classroom. We discuss our considerations for making some videos open, including novelty of the content, reusability, copyright, privacy, and demands on instructor time. We also provide an introduction to our production process and practical tips, including planning, audiovisual production, editing, accessibility, and sharing platforms. The COVID-19 closures made 2020 an unexpectedly challenging year for students and instructors, but the necessity of moving instruction online prompted us to focus on supporting students in this new environment and helped us contribute to the growing body of OER.
Keywords: open educational resources, instructional video, online instruction, emergency remote teaching, COVID-19
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2753.More information
Since the mandatory switch to online education due to the COVID-19 outbreak in 2020, technology has gained more importance for online teaching and learning environments. The Community of Inquiry (CoI) is one of the validated frameworks widely used to examine online learning. In this paper, we offer an extension to the CoI framework and survey, arguing that meaningful and appropriate use of technologies has become a requirement in today’s pandemic and post-pandemic educational contexts. With this goal, we propose adding three technology-related sub-dimensions that would fall under each main presence of the CoI framework: (a) technology for teaching, (b) technology for interaction, and (c) technology for learning. Based on exploratory and confirmatory factor analyses, we added 5 items for technology for teaching sub-dimension, 4 items for technology for interaction sub-dimension, and 5 items for technology for learning sub-dimension in the original CoI survey. Further research and practice implications are also discussed in this paper.
Keywords: Community of Inquiry framework, extending the CoI framework, technology sub-dimensions, exploratory factor analysis, confirmatory factor analysis
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2754.More information
This quasi-experimental study explored how different online exam types differentiate learners’ academic achievement and perceived learning. The participants comprised 95 undergraduate students enrolled in an English course at a Turkish university in three groups, each taking a different type of quiz: with multiple-choice, open-ended, and mixed type questions. The results indicated that the academic achievement of the students in multiple-choice and open-ended groups increased and that quiz results improved the most for the multiple-choice group relative to the other groups. The study found a moderate level of significant relationship between cognitive and affective perceived learning and multiple-choice quiz scores. In addition, the study found a weak level of significant relationship between cognitive and affective perceived learning and mixed-design quiz scores, and between cognitive learning and the academic achievement scores of the mixed-design group. Semi-structured online interviews undertaken to further explain the quantitative data displayed positive influences of the different types of quizzes in terms of study behaviors and satisfaction. The findings of this study are expected to shed light for practitioners aiming to use different online assessment types.
Keywords: quiz types, online learning, EFL course, perceived learning
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2755.More information
Background: The CanMEDS physician competency framework will be updated in 2025. The revision occurs during a time of disruption and transformation to society, healthcare, and medical education caused by the COVID-19 pandemic and growing acknowledgement of the impacts of colonialism, systemic discrimination, climate change, and emerging technologies on healthcare and training. To inform this revision, we sought to identify emerging concepts in the literature related to physician competencies. Methods: Emerging concepts were defined as ideas discussed in the literature related to the roles and competencies of physicians that are absent or underrepresented in the 2015 CanMEDS framework. We conducted a literature scan, title and abstract review, and thematic analysis to identify emerging concepts. Metadata for all articles published in five medical education journals between October 1, 2018 and October 1, 2021 were extracted. Fifteen authors performed a title and abstract review to identify and label underrepresented concepts. Two authors thematically analyzed the results to identify emerging concepts. A member check was conducted. Results: 1017 of 4973 (20.5%) of the included articles discussed an emerging concept. The thematic analysis identified ten themes: Equity, Diversity, Inclusion, and Social Justice; Anti-racism; Physician Humanism; Data-Informed Medicine; Complex Adaptive Systems; Clinical Learning Environment; Virtual Care; Clinical Reasoning; Adaptive Expertise; and Planetary Health. All themes were endorsed by the authorship team as emerging concepts. Conclusion: This literature scan identified ten emerging concepts to inform the 2025 revision of the CanMEDS physician competency framework. Open publication of this work will promote greater transparency in the revision process and support an ongoing dialogue on physician competence. Writing groups have been recruited to elaborate on each of the emerging concepts and how they could be further incorporated into CanMEDS 2025.
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2756.More information
Gaspé's abundant maritime subsistence resources such as whales and cod drew European fishermen for centuries. Exploiting these rich fishing resources required vessels that were well-suited to the challenging geography. These challenges pushed shipwrights to develop new nautical technologies which were implemented in the ships' construction. The Gaspé Maritime Archaeology Project (GMAP) seeks to study these developing technologies through the archaeological ship remnants in the waters around Gaspé. The 2022 field season pursued this research through a remote-sensing survey of Gaspé Bay and Malbay and by studying a shipwreck on a beach in Cap-des-Rosiers believed to be a 19th-century oceangoing ship.
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2757.More information
Keywords: Russie, nouveau-né, naissance, sage-femme, Gorki, pauvreté, littérature, monoparentalité, accompagnement, mère, Russia, newborn, birth, midwife, Gorki, poverty, literature, single parenthood, support, mother
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2758.More information
This article discusses in 4 sections a widely held belief that humans use only 10 % of their brain. Firstly the pervasiveness of this belief is evaluated. Secondly the origins of the so-called « 10 % myth » are assessed. Thirdly, the authors demonstrate how this myth is invalid on the basis of neurobiological knowledge, which is reviewed according to the neuroanatomy of the brain, its neurophysiology, cerebral plasticity and evolution. The fourth section tries to account for the persistence of the myth still today.
Keywords: cerveau, mythe du 10 %, croyance, plasticité cérébrale, brain, 10 % myth, belief, cerebral plasticity
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2759.More information
Despite their defended state property status, Tunisian mountains are affected by a rural people return phenomenon and a varied occupation and utilizing forms since the January 14 revolt (2011). This ended distancing relationships between people and mountains, but is-it restoring mountain heritage in concerned regions? Is-it boosting local development ? Or is-it generating new environmental ravages and new conflicts ? The Goubrar mountain example (middle-west Tunisia) allows for understanding agrarian structures and land use forms change since the end of XIXth century. It enables particularly to understand the current “return to the mountain” and the stakeholders strategies and social representations about local and sustainable development in such a poor and marginalized regions.
Keywords: retour à la montagne, djebel Goubrar, Sidi Bouzid, jessours, aménagement, développement local, return to the mountain, Goubrar mountain, Sidi Bouzid, jessours, planning, local development
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2760.More information
Since 2013 and Edward Snowden's revelations, the problem of cyber (or digital) sovereignty has become a fundamental concern in Russia. The Russian authorities have adopted new policies in order to ensure the security of digital infrastructures around the country. Within this frame, new promotion policies for the development of Russian software have been launched by State actors and private corporations, which primarily beneficiate from them. A strategy of russification of the software programs used in Russia seems to have emerged in the form of new norms and regulations to regulate the design, functioning and usage of informatic tools. This new central -and strategic- position of the digital industry in Russia, which is designed to safeguard the interests of the Russian corporations and the State, both inside and outside the country, allows us to wonder if the country can now be regarded as an international digital power: did Russia become a cyber power ?
Keywords: Russie, numérique, puissance, stratégie, cyber, Russia, digital, power, strategy, cyber