Journal of Block and Intensive Learning and Teaching最新文献_第3页

A Custom GPT for VU Block Model® Curriculum Design 用于 VU Block Model® 课程设计的定制 GPT

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-18 DOI: 10.15209/jbilt.1328

Joshua Johnson

引用次数: 0

Embedding WIL in the block model to facilitate transfer of learning: Reflections from educators 在分块教学模式中嵌入 WIL，促进学习迁移：教育工作者的思考

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1319

Hayley Dell' Oro, Laura Chahda

{"title":"Embedding WIL in the block model to facilitate transfer of learning: Reflections from educators","authors":"Hayley Dell' Oro, Laura Chahda","doi":"10.15209/jbilt.1319","DOIUrl":"https://doi.org/10.15209/jbilt.1319","url":null,"abstract":"This presentation introduces a university's newly adopted approach of embedding Work Integrated Learning (WIL) experiences within the block model of learning. This approach aims to integrate theoretical and clinical learning, supporting speech pathology students to consolidate and transfer their knowledge and skills into professional practice. The model comprises six communication domain units, each running for four weeks and featuring workshops, practical labs, and weekly WIL experiences. These WIL experiences offer unique opportunities for students to learn through service learning and role emerging models of practice education. These experiences align with unit learning outcomes and assessments and are assessed using a unique rubric aligned with discipline Professional Standards. Early reflections from practice and university educators on the implementation reveal benefits such as timely reflections, enhanced student confidence, and increased class content relevance, fostering multiple opportunities for skill consolidation and theory transference. Challenges include condensed unit timeframes, supporting students in conceptualizing alternative WIL models, and placement sustainability. Whilst this model is in its infancy and further research is warranted to examine the impact on student learning, initial reflections and feedback from university and practice educators indicate that this approach is an exciting and unique method to prepare students for readiness to practice.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building Sustainable Belonging: inclusive approaches to Block design and delivery to foster wellbeing and belonging in and across student and staff communities 建立可持续的归属感：以包容的方式设计和实施教学大纲，在学生和教职员工社区内和社区间促进福祉和归属感

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1320

Jo Divers, Ellen Buck

{"title":"Building Sustainable Belonging: inclusive approaches to Block design and delivery to foster wellbeing and belonging in and across student and staff communities","authors":"Jo Divers, Ellen Buck","doi":"10.15209/jbilt.1320","DOIUrl":"https://doi.org/10.15209/jbilt.1320","url":null,"abstract":"The numbers of students declaring mental health conditions within England in the UK, has more than doubled in the last 5 years (Lewis & Bolton, 2023). Confidential student surveys put rates much higher, with a recent survey showing that 57% of respondents self-reported a mental health issue (Student Minds, 2023). One of the developing themes relating to mental health and wellbeing of students is the concept of ‘belonging’; when students feel like they do not ‘belong’ to their peer groups, wider learning communities and to the university at large, this can impact not only academic achievement but overall wellbeing (Hughes & Spanner, 2019). This concept was widely explored in research by WonkHE (2022). This workshop will use the student belonging model (WonkHE, 2022) as a framework for intentional block programme design. It will provide participants with the opportunity to consider the WonkHE model as a theoretical framework, reflecting on how this manifests in the lived academic experience of staff and stude nts in their own universities. Participants will be given an opportunity to hear the lived experience of students from Suffolk, gathered during student listening room and survey research during 2024. Barriers to belonging within Block will be discussed, to explore strategies for addressing barriers using case studies and best practice examples to enable participants to develop and implement strategies in their own institutions.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Transition Governance”: Overseeing Academic and Regulatory Requirements of Going Block "过渡治理"：监督 "去街区化 "的学术和监管要求

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1315

Tom Clark

引用次数: 0

Wiki Technology in Block Teaching and Blended Learning: Fostering Development of 4C 21st Century Skills - Critical Thinking, Communication, Collaboration and Creativity Wiki 技术在分块教学和混合式学习中的应用：培养 4C 21 世纪技能--批判性思维、沟通、协作和创造力

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1322

Neil Fernandes, Andrew Welsman, Thomas Yeager, G. Rajaraman, P. Sinnayah

{"title":"Wiki Technology in Block Teaching and Blended Learning: Fostering Development of 4C 21st Century Skills - Critical Thinking, Communication, Collaboration and Creativity","authors":"Neil Fernandes, Andrew Welsman, Thomas Yeager, G. Rajaraman, P. Sinnayah","doi":"10.15209/jbilt.1322","DOIUrl":"https://doi.org/10.15209/jbilt.1322","url":null,"abstract":"This workshop explores the benefits of using student-generated wikis as an assessment technique to foster the development of core 21st century skills. Developing 21st century skills such as critical thinking, communication, collaboration, and creativity in a traditional university setting can be challenging and students increasingly expect learning environments that are engaging and interactive (Greenstein, 2012). In this workshop, we demonstrate how a traditional first year university biology unit was redeveloped for block delivery through the use of student-created wiki spaces, which served as a means for exploring five central themes in biology and for the development of key 21st century skills. Victoria University’s Block Model® is particularly well suited for the implementation of blended learning strategies involving synchronous and asynchronous collaboration among students (Gauci et al., 2023). Instead of traditional teacher-centred lectures, a blended learning strategy that involves the creation of wiki spaces purposefully encourages students to develop 21st century skills through a deep exploration of real-world challenges along with their peers, with their tutor acting as a facilitator. In this interactive workshop, participants will be provided with multiple opportunities to reflect on the application of our framework to create a wiki space in their own area of expertise.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of Artificial Intelligence on Block Model teaching: Opportunities and Challenges from accounting academics’ perspective 人工智能对块状模型教学的影响：从会计学者角度看机遇与挑战

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1318

Chitra S de Silva Lokuwaduge

引用次数: 0

The Balancing Act: Student perceptions on managing study and extra-curricular activities in block delivery 平衡法：学生对在分块教学中管理学习和课外活动的看法

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1321

Gerard Everett, Kathleen Raponi

引用次数: 0

Redefining Success: Exploring Ungrading for the Block 重新定义成功：探索取消分级的街区

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1317

Marc C-Scott

引用次数: 0

Rethinking Public Law in the Block 反思街区公法

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1324

Matt Harvey, Tristan Galloway

{"title":"Rethinking Public Law in the Block","authors":"Matt Harvey, Tristan Galloway","doi":"10.15209/jbilt.1324","DOIUrl":"https://doi.org/10.15209/jbilt.1324","url":null,"abstract":"The block model’s intensive nature is beneficial, but increases the complexity of implementing best teaching practice and effectively covering required curriculum. Intensive, complex learning environments may negatively affect student workload and wellbeing, a particular concern in tertiary legal education. To address this, we have redeveloped block model units in constitutional and administrative law to encourage strategic learning. Strategic learning is a learning style involving effort regulation, self-aware learning, and extrinsic motivation. Evidence demonstrates it is consistent with achieving high-level understanding and facilitates the ideal goals of intrinsically motivated deep learning and lifelong learning. Crucially, its emphasis on effort regulation and metacognition addresses complexity challenges inherent in intensive legal studies. This paper presents our model of strategic learning in unit design, and its application to our two law units. Our model adapts the constructive alignment model, focusing on minimal appropriate levels of understanding and minimal curricular scope in setting learning outcomes, and similarly emphasising effort regulation alongside metacognitive skill development in teaching and learning activities. Ultimately, we aim to assess our model’s impact on surface or deep learning rates, using before-after SPQ-2F surveys of students undertaking our existing and redesigned block model units.","PeriodicalId":511359,"journal":{"name":"Journal of Block and Intensive Learning and Teaching","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Exchange within the Block Schedules 整块时间表内的国际交流

Journal of Block and Intensive Learning and Teaching Pub Date : 2024-07-17 DOI: 10.15209/jbilt.1314

Megan Chilson, Janelle Handlos, L. Konjarski, John Weldon

引用次数: 0